puerto rico pys 2020-2023 - wioaplans.ed.gov

PUERTO RICO PYS 2020-2023

CONTENTS

Puerto Rico PYs 2020-2023 ................................................................................................................................................. 1

I. WIOA State Plan Type and Executive Summary ............................................................................................... 3

a. WIOA State Plan Type ................................................................................................................................................ 3

II. Strategic Elements .......................................................................................................................................................... 3

a. Economic, Workforce, and Workforce Development Activities Analysis ....................................... 3

b. State Strategic Vision and Goals ........................................................................................................................ 68

c. State Strategy .............................................................................................................................................................. 73

III. Operational Planning Elements ........................................................................................................................... 76

a. State Strategy Implementation .......................................................................................................................... 76

b. State Operating Systems and Policies ......................................................................................................... 104

IV. Coordination with State Plan Programs ....................................................................................................... 140

V. Common Assurances (For All Core Programs) ........................................................................................... 140

VI. Program-Specific Requirements for Core Programs ............................................................................. 142

Program-specific Requirements for Adult, Dislocated Worker, and Youth Activities under

Title I-B ............................................................................................................................................................................ 142

Program-Specific Requirements for Wagner-Peyser Program (Employment Services) ...... 193

Program-specific Requirements for Adult Education and Family Literacy Act Programs ... 230

Program-Specific Requirements for Vocational Rehabilitation (Combined or General) ...... 259

VII. Program-Specific Requirements for Combined State Plan Partner Programs ....................... 340

Performance Indicator Appendix ........................................................................................................................... 340

All WIOA Core Programs ........................................................................................................................................ 340

Additional Indicators of Performance ............................................................................................................. 341

I. WIOA STATE PLAN TYPE AND EXECUTIVE SUMMARY

A. WIOA STATE PLAN TYPE

This is a unified plan

II. STRATEGIC ELEMENTS

A. ECONOMIC, WORKFORCE, AND WORKFORCE DEVELOPMENT ACTIVITIES ANALYSIS

1. ECONOMIC AND WORKFORCE ANALYSIS

II. a. 1. A. Economic Analysis

The Unified or Combined State Plan must include an analysis of the economic conditions

and trends in the State, including sub-State regions and any specific economic areas identified

by the State. This must include –

• Puerto Rico Economic Overview

The evolution of the Economy of Puerto Rico in the Past 50 Years shows that P.R. moved from

an agrarian economy in the 1960’s, with the production of sugar cane and tobacco, to an

industrial economy targeting petrochemical, electronics, needle and textiles manufacturing, in

the period from 1970’s until 2000.

The 21 century and the globalization launched the economy transformation to advanced

manufacturing, service and knowledge economics, in industries like advance pharmaceuticals,

medical devices, biotechnology, food, export services, etc. Beyond the 2000’s the PR economy

are moving to the aerospace industry.

Real GNP growth in Puerto Rico has experienced long-term stagnation from fiscal 1970

onwards, with the average annual growth in real GNP per decade since 1950 becoming

progressively smaller for almost the entirety of the 1950-2018 period. Between the onset of the

actual contraction in 2006 and 2018, the economy has contracted by 24.1%. Fiscal year 2018

real GNP contracted at -4.7%, mostly reflecting the impact of Hurricane María.

Moreover, the growth gap between the local economy and that of the mainland has widened

considerably since 2000. The performance of the U.S. economy does have an impact on our

economy, but the impact has weakened. During the second half of the 80s, P.R.’s real GNP

growth averaged 3.6%, while in the case of the US it was 3.8%. Since 2007 until fiscal 2018 it

declined an average of -2.0%, while the US economy expanded at an average annual rate of

1.7%.

In 2006, Congress ended special tax breaks that historically aided the Puerto Rican economy.

The island's job market has been ailing ever since. While the mainland U.S. added millions of

jobs following the Great Recession, Puerto Rico never got back on its feet. Between the onset of

the current contraction in 2007 and 2019, the economy has lost 171,658 salaried jobs (net),

most of them public jobs, while over half of those lost in the private sector were in

manufacturing.

Outlook for the fiscal and economic crisis

• In the past decade more than 300,000 people have left Puerto Rico. The impact of Hurricanes Irma and María accelerated this trend with an additional 600,000 people or

19% decline expected by FY22.

• Student population has declined by over 40% since 2000 with an additional 16% decline expected by FY22.

• About 43% of Puerto Rico residents live in poverty, which is the highest poverty rate of

any U.S. state (Mississippi is the next highest at 19.7%). Puerto Rico’s 8.2%

unemployment rate (In 2019) is almost three times the national level.

• Concerns about quality of life, poor delivery of public services and high unemployment

have led to a historic population exodus.

• Puerto Rico is treated unequally under key federal programs such as Medicaid as

compared to states. For example, the Census Bureau has reported that Oregon, a

relatively prosperous state with a population similar in size to Puerto Rico, received

over $29bn from the Federal Government, whereas Puerto Rico received $19bn for the

same year (GAO Report United States March 2014: Information on How Statehood

Would Potentially Affect Selected Federal Programs and Revenue Source).

• Periods of fiscal irresponsibility and lack of economic planning and transparency also contributed to Puerto Rico’s financial crisis

• Overestimation of economic growth projections resulted in massive deficits that were covered with one-time measures and debt financing

• Frequent policy changes and lack of economic planning led to economic decline.

• The Economic Activity Index remained on the negative side, excepting 2012, until 2017.

The recuperation afterwards reflects the recuperation and investment undertaken as a

result of Hurricane María.

• Unchecked fiscal deficits between 2001 and 2008 led to a recurrent practice of deficit financing, resulting in a 131% growth in public debt during the period.

• An increase in expenditures and public debt led to a consistent decline in Puerto Rico’s credit ratings, except for the period between 2009 and 2012. (Puerto Rico Credit Rating

FY00 –FY16: S&P Rating on General Obligation Bonds).

• Lenders enabled the island's debt binge - For years, bond holders extended credit to

Puerto Rico, capitalizing on federal, state and municipal tax advantages. But the lending

continued well into the 2010s, when the island was careening toward economic chaos.

Like a subprime borrowing that can't afford to pay for a huge mortgage, Puerto Rico was

broke — but the credit was provided anyway. The additional debt compounded the

island's crisis.

Basic Economic Facts:

• Privileged geographical location: Easy access to U.S., Latin America and Europe.

• Population: 3.2 million (as of July 2018)

• Languages: Spanish & English

• Direct flights to major cities

• Puerto Rico residents and businesses are subject to the legal protection of both the U.S.

and the Puerto Rico Constitutions.

• GNP (2018): $68.1.1billion

• GDP (2018): $101.1 billion

• GNP PER CAPITA (2018): $20,874

• EXPORTS VALUE (2018): $60.6 billion

• IMPORTS VALUE (2018): $46.5 billion

Table 1 - Puerto Rico Economy World Rating

Rating

Ease of Doing Business 55

Starting a Business 51

Dealing with Construction Permits 131

Getting Electricity 65

Getting Credit 7

Paying Taxes 135

Trading across Borders 62

Source: The World Bank Group, Economy Rankings 2017

Socioeconomic Conditions

The median household income is the lowest in the US, equivalent to a half of the lowest in the

nation, and three time lower than the US Median. In 2018, the U.S. Median Household Income

($mm’s) was $57,652, meanwhile for PR was $20,166, a difference of -65% (United States

Census Bureau, 2020).

Table 2 - Socioeconomics Welfare Conditions

PR PR PR USA USA USA

Population 2010 2015 2017 2010 2015 2017

CHILDREN LIVING IN POVERTY 56.0% 58.0% 57.3% 22.0% 21.0% 20.3%

CHILDREN WITH PARENTS WITHOUT JOB SECURITY 54.0% 57.0% 56.0% 33.0% 29.0% 27.0%

CHILDREN LIVING IN HOUSES WITH HIGH COST OF

HOUSING

32.0% 31.0% 29.0% 41.0% 33.0% 31.0%

ADOLESCENTS WHO DO NOT ATTEND SCHOOL OR

WORK

18.0% 11.0% 13.0% 9.0% 7.0% 7.0%

Source: U.S. Census Bureau (2019). American Community Survey 5-Year Estimates; Kids Count

Data Center (2020). Data.

Since 2000 the economic activity index reflected a downward trend, reaching a decrease of -

6.0% in 2017, a reflection of the impacts of the hurricanes in September. Afterwards, though,

the EIA has moved up as a result of the reconstruction activities post-María.

Total public debt in circulation increased from $24.2 billion in fiscal year 2000, to $69.0 billion

in fiscal year 2017. Overestimation of economic growth projections resulted in massive deficits

that were covered with one-time measures and debt financing.

Table 3 - Total Public Debt in Circulation of Puerto Rico ($Mm)

FY GO's Public

Corp.

Mun. Extra

Const-

itutional

SUT

(COFINA)

Total

Central

Gov.*

Gross

Public

Debt**

Other

Debt***

Total

2007 $8,167 $24,159 $2,463 $5,204 $2,825 $16,196 $42,818 $3,365 $46,183

2008 $8,759 $26,342 $2,819 $2,683 $6,329 $17,770 $46,932 $6,461 $53,393

2009 $9,006 $26,641 $2,997 $2,760 $11,576 $23,342 $52,980 $5,435 $58,415

2010 $9,511 $27,288 $3,231 $2,575 $14,218 $26,304 $56,823 $5,383 $62,206

2011 $9,682 $28,118 $3,537 $3,070 $14,535 $27,287 $58,942 $5,337 $64,279

2012 $10,945 $30,801 $3,872 $3,160 $15,982 $30,087 $64,760 $5,188 $69,948

2013 $10,599 $31,209 $3,882 $4,044 $15,224 $29,866 $64,957 $5,086 $70,043

2014 $13,401 $30,312 $4,193 $3,944 $15,224 $32,568 $67,073 $4,994 $72,267

2015 $13,061 $29,424 $4,126 $4,048 $15,224 $32,332 $65,882 $4,935 $71,217

2016 $12,664 $27,641 $3,733 $4,610 $15,174 $32,448 $63,821 $4,685 $68,906

2017 $12,664 $27,591 $3,724 $4,665 $15,174 $32,503 $63,819 $4,665 $68,835

CAGR 5.20% 4.30% 5.60% 1.60% 18.30% 7.90% 6.00% 16.10% 6.30%

Population Decline

One important demographic trend that characterize Puerto Rico’s economy is the decline in

population, in particular after 2010. Between 2010 and 2019 there has been a reduction of

532,000 persons. That trend is expected to continue, with a further decline to 3.1 inhabitants by

2022.

One factor in that decline is emigration. Net migration has been increasing steadily since 2011.

By 2018 net migration rose to 123,400 people, reflecting the impact of Hurricane María.

Structure of Production: Gross Domestic Product (GDP)

Manufacturing represents almost half of the total value of economic production, but services do

have also an important share. The pharmaceutical industry is still the key industry in

manufacturing, with aerospace, computer and electronic increasing their economic impact

among the manufacturing industry. The current manufacturing sector relies in high technology,

medical device, chemical, and electronics.

Transformation and Innovation in The Wake of Devastation

After hurricanes Irma and María, thousands of people lost their jobs, schools were closed,

government services and private enterprise could no longer operate effectively, landslides

caused flooding hazards, and wastewater polluted marine environments. The Government of

Puerto Rico views the recovery efforts as an opportunity to transform the Island by

implementing solutions that are cost effective and forward looking, that harness innovative

thinking and best practices, and revitalizes economic growth.

Recovery efforts are an opportunity to use recovery investments to help transform the Island by

implementing solutions that are:

• cost-effective and forward-looking;

• harness innovative thinking and best practices from around the world; and

• contribute to greater economic development, revitalization, and growth as well as

enhanced human capital.

Puerto Rico’s recovery plan sets out a path to help guide recovery investments toward this

broader transformational vision by:

• defining what recovery means for Puerto Rico;

• establishing principles for how the Government of Puerto Rico, nongovernmental,

private, and nonprofit agencies should work together towards recovery;

• describing the phases, the recovery will progress through;

• identifying the most pressing recovery issues and the priority actions, as well as

potential partners and resources to address each issue; and

• committing to measuring and reporting on the progress of the recovery.

The Central Recovery and Reconstruction Office of Puerto Rico

The Government of Puerto Rico— through the Central Recovery and Reconstruction Office

(CRRO), established by executive order in 2017 and now also known as the Central Office of

Recovery, Reconstruction, and Resilience (COR3), is in charge of developing this recovery plan

in response to the “Further Additional Supplemental Appropriations for Disaster Relief

Requirements Act, 2018” (Public Law No. 115-123). COR3 plans to use third-party assistance to

manage recovery funds and optimize the long-term reconstruction process.

Development of The Recovery Plan

The plan was developed over the course of three dynamic and overlapping phases:

1. Identifying damage, needs, and priorities for recovery

2. Identifying potential courses of actions (and their related costs)

3. Aligning the plan objectives and courses of action and identifying funding sources.

Fiscal transparency and strong Governance

Transparency is a key guiding principle of Puerto Rico’s entire recovery process.

The Central Recovery and Reconstruction Office of Puerto Rico, as a division of the P3 Authority, have the authority to centralize and oversight of the recovery and reconstruction of Puerto Rico.

It will ensure that the Government of Puerto Rico can implement reconstruction efforts with

efficiency, effectiveness, and transparency.

The COR3’s responsibilities are to:

• Monitor contracting for compliance and effectiveness purposes.

• Implement and enforce checks and balances for procurement and approval of contracts and payments.

• Deploy a proven grant-management software and provide external visibility via frequent status updates to its public website.

• Coordinate and channel all efforts and activities of the Government related to recovery efforts.

• Process, finance, and execute works and infrastructure projects related to recovery

efforts.

PROMESA ACT

Since July 1st, 2016, Puerto Rico is under federal legislation geared to the goal of restructuring

Puerto Rico’s public debt, and stabilizing government spending and long-term growth.

The Puerto Rico Oversight, Management, and Economic Stability Act, Pub. Law 114-187

(“PROMESA” or the “Act”), was enacted into law on June 30, 2016. The Senate had passed

PROMESA on June 29, 2016, and President Obama signed the Act into law on June 30, 2016.

PROMESA is a federal legislative enactment. PROMESA includes a variety of provisions

applicable to Puerto Rico, its instrumentalities and their liabilities and operations.

The Act established a seven-member Board, the members of which are designated by Congress

and the President. The Oversight Board is provided with broad authority over Puerto Rico and

instrumentalities of Puerto Rico, which the Oversight Board designates as “covered”

instrumentalities. A key authority of the Board is that no budget can be submitted to the

Legislature unless the Oversight Board has approved a fiscal plan, and the budget is consistent

with the fiscal plan. The Oversight Board can submit its own budget if the governor’s budget is

not acceptable.

A critical component of PROMESA is the requirement that Puerto Rico and covered

instrumentalities must develop and maintain a fiscal plan. The first fiscal plan was submitted by

the Board on September 2016. The most recent one was approved in May of last year. Also, in

September the FOMB issued its Debt Adjustment Plan, as required under Title III of the Law,

with the purpose of restricting the public debt and stabilizing debt repayment in the coming

years.

Provide an analysis of the industries and occupations for which there is existing demand.

Industry sectors in general

As shown in table below, the principal industrial sectors with the highest share of GDP output in

FY 2018 were Manufacturing (47.3%), Real Estate and Rental (15.88%), Government (6.37%), Retail Trade (5.2%), and Finance and Insurance (4.47%). These top five sectors comprised

almost 80% of Puerto Rico’s 2018 GDP output.

Table 4 - Series of Income and Product, Total, and Per Capita: FY 2005, 2011, 2014, 2018

2005 2011 2014 2018

Total in current dollars ($millions)

Gross national product 54,861.9 65,720.7 68,797.5 68,048.7

Per capita 14,346.0 17,742.0 19,373.0 20,873.8

Gross domestic product 83,914.5 100,351.7 102,445.8 101,130.9

Per capita 21,943.0 27,092.0 28,745.0 31,021.7

Per Industrial Sector (sector as % of GDP, subsector as

% of sector)

Agriculture 0.6 0.79 0.85 0.78

Construction 2.5 1.3 1.10 0.85

Manufacturing 42.4 46.6 46.73 47.30

Wholesalers Trade 3.21 2.9 2.75 2.72

Retail Trade 5.57 4.77 4.91 5.20

Transportation and Warehousing 1.12 0.89 0.89 1.08

Information 2.32 2.6 2.58 2.73

Finance and Insurance 7.4 5.59 4.31 4.47

Real Estate and Rental 11.43 14.32 15.42 15.88

Professional, Scientific, Technical Services 2.08 1.54 1.79 2.25

2005 2011 2014 2018

Management 0.16 0.08 0.07 0.09

Administrative Services and Support 1.75 1.68 1.78 1.91

Educational Services 0.97 0.68 0.68 0.57

Health Care and Social Services 3.48 3.38 3.63 3.72

Art, Entertainment and Recreation 0.3 0.09 0.14 0.14

Accommodation and Food Services 2.03 1.77 1.97 2.03

Other Services 0.48 0.38 0.42 0.40

Government 9.71 8.19 7.64 6.37

Commonwealth 86.28 81.59 80.32 76.52

Municipalities 13.72 18.41 19.68 23.48

Gross national product 7,314.7 6,431.7 6,343.9 5,726.5

Per capita 1,913 1,736 1,780 1,757

Gross domestic product 11,379.2 10,589.2 10,434.1 9,436.5

Per capita 2,976 2,859 2,928 2,895

Salaries and wages ($millions) 25,393.1 25,268.5 25,188.5 23,850.8

Employment, total (thousands) 1,213 1,044 987 971

Productivity ($) 9,381 10,143 10,572 9,718

Source: PRPB, Statistical Appendix 2014.

From FY 2005 to FY 2018, the top nonfarm industrial sectors that were able to expand their

share of GDP were Manufacturing, Real Estate and Rental, Information, and Health Care and

Social Services. Moreover, the sectors that experienced a drop in their share of GDP were

Government, Finance and Insurance, and Construction.

When focusing on the changes in GDP output among major industrial sectors between 2014 and

2018, additional movers emerged with Management of companies and enterprises increasing

by 36.3%, Professional, Scientific and Technical services by 23.9%, and Transportation and

Warehousing by 19.9%. On the other hand, Construction, Government, and Educational services

have diminished the most by -23.6%, -17.7%, and -17.6%, respectively.

The table below depicts the major industrial sectors with the highest estimated jobs for the first

two quarters of 2019. Out of the 39 sectors and subsectors, 23 (59%) had an uptick in

employment and 16 (41%) experienced a decrease between 2017-2019.

The largest employment sectors were Retail Trade (14.5%), Government (13.9%), Health Care

and Social Services (10.5%), and Educational Services (9.7%). Together, they made up almost

half (48.6%) of employment in 2019. The sectors that declined the most during this period were

Agriculture (-21.9%), Educational Services (-10.5%), Government (-8.5%), Utilities (-7.6%), and

Information (-6.8%).

Table 5 - Employment Estimates by Major Industry, Q1-Q2 2019

Industrial Sector Total As % of

total

Change 2017-

2019

Agriculture 9,835 1.1% -21.9%

Mining 519 0.1% 3.9%

Utilities 8,147 0.9% -7.6%

Construction 26,462 3.0% 28.0%

Manufacturing 74,267 8.5% 2.6%

Food 11,680 1.3% -0.7%

Beverage and Tobacco Product 2,285 0.3% -5.6%

Apparel 6,725 0.8% 25.2%

Leather and Allied Product 1,022 0.1% -4.8%

Wood Product 397 0.0% 13.5%

Paper 926 0.1% -5.2%

Printing and Related Support Activities 1,556 0.2% -5.4%

Petroleum and Coal Products 563 0.1% 29.4%

Chemical 16,309 1.9% -2.5%

Plastics and Rubber Products 1,667 0.2% 3.7%

Nonmetallic Mineral Product 1,447 0.2% 4.6%

Primary Metal 336 0.0% 34.4%

Fabricated Metal Product 3,733 0.4% 25.5%

Machinery 2,138 0.2% 4.7%

Computer and Electronic Product 5,580 0.6% 6.3%

Electrical Equipment, Appliance, and Component 3,970 0.5% -3.1%

Transportation Equipment 1,691 0.2% 14.3%

Furniture and Related Product 1,032 0.1% 1.8%

Miscellaneous 11,209 1.3% 0.2%

Wholesalers Trade 30,025 3.4% 2.1%

Retail Trade 125,864 14.5% -1.9%

Transportation and Warehousing 21,012 2.4% 8.1%

Information 16,371 1.9% -6.8%

Finance and Insurance 29,962 3.4% 2.7%

Industrial Sector Total As % of

total

Change 2017-

2019

Real Estate and Rental 14,117 1.6% 2.6%

Professional, Scientific, and Technical Services 32,837 3.8% 6.6%

Management of Companies and Enterprises 14,917 1.7% 9.9%

Administrative Services and Support and Waste

Management and Remediation

75,121 8.6% 4.6%

Educational Services 84,887 9.7% -10.5%

Health Care and Social Services 91,511 10.5% -0.4%

Art, Entertainment and Recreation 4,342 0.5% -2.6%

Accommodation and Food Services 74,257 8.5% -2.8%

Other Services 15,047 1.7% 1.8%

Government 120,913 13.9% -8.5%

Total 870,729 100.0% -1.4%

Source: PRDOLHR, OES Estimates, 2017, 2019.

Occupations

In 2018, the occupations with the largest net gain in employment between 2014 and 2018 were

Assemblers and Fabricators, Combined Food Preparation and Serving Workers, Business and

Financial Operations, Middle School Teachers, Cooks, and Teacher Assistants, among others.

Moreover, the top hiring occupations in 2018 were Business and Financial Operations (42,300),

Security Guards (28,290), Registered Nurses (19,230), Stock Clerks and Order Fillers (17,790),

and Combined Food Preparation and Serving Workers (13,720). These positions combined had

an average hourly wage of $12.60 in 2018.

Table 6 - Occupations with the largest increase in employment, 2014-2018

Occupations Est.

2014

Est

2018

Net

gain

% gain MHW

2014 ($)

MHW

2018 ($)

Assemblers and Fabricators, All Other,

Including Team Assemblers

4,030 9,140 5,110 126.8% $8.50 $10.02

Combined Food Preparation and Serving

Workers, Including Fast Food

10,710 13,720 3,010 28.1% $8.16 $8.58

Business and Financial Operations

Occupations

39,510 42,300 2,790 7.1% $18.32 $19.10

Middle School Teachers, Except Special

and Career/Technical Education

710 3,500 2,790 393.0% N/A N/A

Cooks, Institution and Cafeteria 4,310 7,050 2,740 63.6% $8.53 $10.96

Teacher Assistants 6,610 9,230 2,620 39.6% N/A N/A

Occupations Est.

2014

Est

2018

Net

gain

% gain MHW

2014 ($)

MHW

2018 ($)

Computer and Mathematical Occupations 9,170 11,070 1,900 20.7% $20.61 $20.90

Medical Secretaries 4,360 6,160 1,800 41.3% $10.56 $10.57

Maintenance and Repair Workers, General 5,570 7,100 1,530 27.5% $10.86 $10.20

Registered Nurses 17,740 19,230 1,490 8.4% $16.22 $16.80

Security Guards 27,050 28,290 1,240 4.6% $8.34 $8.85

Stock Clerks and Order Fillers 16,630 17,790 1,160 7.0% $9.06 $9.65

Source: BLS (2019). OES.

Table below shows the principal occupations that are projected to have the largest expansions

(in absolute terms) between 2016 and 2026, according to Puerto Rico’s Department of Labor

and Human Resources (PRDLHR) report on skills and occupations in high demand. The top five

occupations that are estimated to have the highest numeric change between 2016 and 2026 are

Combined Food Preparation and Serving Workers, Security Guards, Janitors and Cleaners, Pharmacy Technicians, and Waiters and Waitresses.

Of the top 30 occupations, 20 (66.7%) had San Juan as the local area with the largest

employment increase. Another 5 (16.7%) were in the Caguas-Guayama region.

Table II-4 below highlights the occupations with the largest decreases in employment (in

absolute terms) between 2014 and 2018. The top occupations that fell the most were Office and

Administrative Support, Sales and Related, Retail Salespersons, Production, and Food

Preparation and Serving Related occupations.

Within these occupations, the ones with the highest employments were Office and

Administrative Support (153,920), Sales and Related (98,120), Food Preparation and Serving

Related (64,890), Production (55,240), and Transportation and Material Moving Occupations

(42,780).

Table 7 - Occupations with the largest projected increase in employment, 2016-2026

# SOC

Code

Occupation Employment

2016

Employment

2026

Numeric

Change

Percent

Change

Local area

with the

largest

increase

Local

Area

increase

3 35-

3021

Combined Food

Preparation and

Serving Workers,

Including Fast

Food

14,941 18,451 3,510 23.5% San Juan 419

17 33-

9032

Security Guards 24,407 26,309 1,902 7.8% San Juan 872

26 37-

2011

Janitors and

Cleaners, Except

Maids and

31,726 33,402 1,676 5.3% San Juan 215

# SOC

Code


2016

Employment

2026

Numeric

Change

Percent

Change

Local area

with the

largest

increase

Local

Area

increase

Housekeeping

Cleaners

2 29-

2052

Pharmacy

Technicians

5,277 6,555 1,278 24.2% San Juan 218

12 35-

3031

Waiters and

Waitresses

11,838 12,955 1,117 9.4% San Juan 569

5 35-

2014

Cooks, Restaurant 6,265 7,204 939 15.0% San Juan 375

4 43-

6013

Medical

Secretaries

4,204 4,993 789 18.8% San Juan 145

1 31-

1011

Home Health

Aides

2,086 2,612 526 25.2% San Juan 130

7 41-

3021

Insurance Sales

Agents

3,314 3,808 494 14.9% San Juan 162

9 11-

9051

Food Service

Managers

4,092 4,570 478 11.7% San Juan 60

21 39-

9021

Personal Care

Aides

6,112 6,537 425 7.0% San Juan 72

10 35-

3022

Counter

Attendants,

Cafeteria, Food

Concession, and

Coffee Shop

3,593 3,972 379 10.6% Ponce 19

11 11-

3031

Financial

Managers

3,899 4,268 369 9.5% San Juan 166

6 31-

9091

Dental Assistants 2,311 2,657 346 15.0% Caguas-

Guayama

91

14 43-

3021

Billing and

Posting Clerks

3,961 4,288 327 8.3% San Juan 147

27 11-

1021

General and

Operations

Managers

6,124 6,444 320 5.2% San Juan 115

13 51-

9199

Production

Workers, All

Other

3,204 3,476 272 8.5% Caguas-

Guayama

105

# SOC

Code


2016

Employment

2026

Numeric

Change

Percent

Change

Local area

with the

largest

increase

Local

Area

increase

8 29-

1051

Pharmacists 2,177 2,447 270 12.4% San Juan 38

18 41-

9091

Door-to-Door

Sales Workers,

News and Street

Vendors, and

Related Workers

3,015 3,249 234 7.8% NA NA

24 41-

1012

First-Line

Supervisors of

Non-Retail Sales

Workers

3,987 4,215 228 5.7% San Juan 36

15 29-

2011

Medical and

Clinical

Laboratory

Technologists

2,616 2,831 215 8.2% Caguas-

Guayama

28

16 53-

7081

Refuse and

Recyclable

Material

Collectors

2,110 2,281 171 8.1% Norte

Central -

Arecibo

38

19 35-

9021

Dishwashers 2,273 2,444 171 7.5% San Juan 80

30 41-

3099

Sales

Representatives,

Services, All Other

3,696 3,854 158 4.3% San Juan 103

20 51-

3021

Butchers and

Meat Cutters

2,059 2,213 154 7.5% Caguas-

Guayama

30

25 11-

3011

Administrative

Services Managers

2,719 2,872 153 5.6% Guaynabo-

Toa Baja

24

29 17-

2112

Industrial

Engineers

2,992 3,132 140 4.7% Caguas-

Guayama

27

22 11-

2022

Sales Managers 2,039 2,163 124 6.1% San Juan 53

23 37-

1011

First-Line

Supervisors of

Housekeeping and

Janitorial Workers

2,078 2,202 124 6.0% Guaynabo-

Toa Baja

7

# SOC

Code


2016

Employment

2026

Numeric

Change

Percent

Change

Local area

with the

largest

increase

Local

Area

increase

28 39-

5012

Hairdressers,

Hairstylists, and

Cosmetologists

2,358 2,478 120 5.1% San Juan 13

Source: PRDOLHR, Long Term Projections by Occupation 2016-2026.

Note: Only includes occupations with 2,000 or more jobs in 2016. For confidentiality reasons

some local area data was not disclosed.

On the other hand, the occupations that have had the largest net losses between 2014 and 2018

are Office and Administrative Support Occupations, Sales and Related, and Retail Salespersons

with a combined total of 36,040 jobs. Furthermore, the occupations that have contracted the

most during this period were Food preparation workers (-34%), First-Line Supervisors of Food

Preparation and Serving Workers (-28.9%), and Laborers and Freight, Stock, and Material

Movers, Hand (-24.5%).

Table 8 - Occupations with the largest decrease in employment, 2014 and 2018

Occupations Est.

2014

Est

2018

Net

loss

% loss MHW

2014 ($)

MHW

2018 ($)

Office and Administrative Support

Occupations

166,720 153,920 -

12,800

-7.7% $11.33 $12.04

Sales and Related Occupations 110,610 98,120 -

12,490

-

11.3%

$10.60 $11.10

Retail Salespersons 42,840 32,090 -

10,750

-

25.1%

$9.01 $9.33

Production Occupations 63,340 55,240 -8,100 -

12.8%

$10.93 $11.65

Food Preparation and Serving Related

Occupations

72,640 64,890 -7,750 -

10.7%

$8.67 $9.13

Secretaries and Administrative Assistants,

Except Legal, Medical, and Executive

24,540 19,090 -5,450 -

22.2%

$10.03 $10.79

Transportation and Material Moving

Occupations

48,200 42,780 -5,420 -

11.2%

$10.43 $10.99

Building and Grounds Cleaning and

Maintenance Occupations

43,580 39,520 -4,060 -9.3% $8.93 $9.76

Food Preparation Workers 11,890 7,850 -4,040 -

34.0%

$8.83 $8.83

Construction and Extraction Occupations 31,130 27,630 -3,500 -

11.2%

$10.21 $10.59

Occupations Est.

2014

Est

2018

Net

loss

% loss MHW

2014 ($)

MHW

2018 ($)

Laborers and Freight, Stock, and Material

Movers, Hand-

12,470 9,300 -3,170 -

25.4%

$10.55 $12.02

Personal Care and Service Occupations 15,980 13,500 -2,480 -

15.5%

$8.97 $9.49

Police and Sheriff's Patrol Officers 16,320 13,860 -2,460 -

15.1%

$8.76 $15.23

First-Line Supervisors of Food

Preparation and Serving Workers

7,750 5,510 -2,240 -

28.9%

$10.62 $10.64

Source: BLS (2019). OES.

According to the forecasts done by PRDLHR from 2016-2026, the occupations that are

estimated to reduce substantially are Office Clerks, Executive Secretaries and Executive

Administrative Assistants, Secretaries and Administrative Assistants, Police and Sheriff’s Patrol

Officers, and Sewing Machine Operators.

Most of the occupations that are estimated to decrease are in San Juan (70%) while 13% are in

the South and 10% are in the Caguas-Guayama region.

Table 9 - Occupations with the largest projected decrease in employment, 2016-2026

# SOC

Code


2016

Employment

2026

Numeric

Change

Percent

Change

Local area

with the

largest

decrease

Local

Area

Decrease

1 43-

9022

Word Processors

and Typists

3,587 2,197 -1,390 -38.8% San Juan -435

2 43-

6012

Legal Secretaries 3,618 2,536 -1,082 -29.9% San Juan -499

3 43-

6011

Executive

Secretaries and

Executive

Administrative

Assistants

9,585 6,866 -2,719 -28.4% San Juan -1,245

4 33-

3012

Correctional

Officers and

Jailers

4,644 3,406 -1,238 -26.7% Caguas-

Guayama

-91

5 43-

9021

Data Entry

Keyers

2,583 1,911 -672 -26.0% San Juan -277

6 51-

6031

Sewing Machine

Operators

7,326 5,551 -1,775 -24.2% Suroeste -631

7 51-

2092

Team

Assemblers

5,916 4,567 -1,349 -22.8% Manatí-

Dorado

-146

# SOC

Code


2016

Employment

2026

Numeric

Change

Percent

Change

Local area

with the

largest

decrease

Local

Area

Decrease

8 51-

9061

Inspectors,

Testers, Sorters,

Samplers, and

Weighers

3,564 2,971 -593 -16.6% Sureste -98

9 33-

3051

Police and

Sheriff's Patrol

Officers

15,438 13,171 -2,267 -14.7% San Juan -1,024

10 33-

1012

First-Line

Supervisors of

Police and

Detectives

3,087 2,651 -436 -14.1% San Juan -196

11 13-

1023

Purchasing

Agents, Except

Wholesale, Retail,

and Farm

Products

2,040 1,755 -285 -14.0% San Juan -89

12 53-

7064

Packers and

Packagers, Hand

3,477 3,004 -473 -13.6% Caguas-

Guayama

-101

13 43-

3071

Tellers 3,183 2,773 -410 -12.9% San Juan -71

14 43-

9061

Office Clerks,

General

23,689 20,678 -3,011 -12.7% San Juan -1,010

15 21-

1093

Social and

Human Service

Assistants

5,046 4,466 -580 -11.5% San Juan -265

16 43-

6014

Secretaries and

Administrative

Assistants,

Except Legal,

Medical, and

Executive

23,586 20,984 -2,602 -11.0% San Juan -946

17 43-

3011

Bill and Account

Collectors

2,702 2,409 -293 -10.8% San Juan -114

18 25-

1194

Vocational

Education

Teachers,

Postsecondary

2,039 1,830 -209 -10.3% Bayamón-

Comerío

-303

# SOC

Code


2016

Employment

2026

Numeric

Change

Percent

Change

Local area

with the

largest

decrease

Local

Area

Decrease

19 47-

1011

First-Line

Supervisors of

Construction

Trades and

Extraction

Workers

3,842 3,460 -382 -9.9% San Juan -120

20 47-

2031

Carpenters 4,858 4,391 -467 -9.6% San Juan -110

21 25-

2011

Preschool

Teachers, Except

Special Education

2,932 2,657 -275 -9.4% San Juan -80

22 51-

9023

Mixing and

Blending

Machine Setters,

Operators, and

Tenders

2,293 2,088 -205 -8.9% Sureste -51

23 43-

3031

Bookkeeping,

Accounting, and

Auditing Clerks

8,695 7,945 -750 -8.6% San Juan -281

24 47-

4051

Highway

Maintenance

Workers

5,772 5,299 -473 -8.2% Caguas-

Guayama

-72

25 39-

9011

Childcare

Workers

3,279 3,023 -256 -7.8% San Juan -82

26 21-

1021

Child, Family,

and School Social

Workers

3,741 3,453 -288 -7.7% San Juan -194

27 29-

2061

Licensed

Practical and

Licensed

Vocational

Nurses

4,504 4,160 -344 -7.6% San Juan -44

28 51-

1011

First-Line

Supervisors of

Production and

Operating

Workers

4,405 4,075 -330 -7.5% Sureste -34

29 47-

2061

Construction

Laborers

10,933 10,162 -771 -7.1% San Juan -132

# SOC

Code


2016

Employment

2026

Numeric

Change

Percent

Change

Local area

with the

largest

decrease

Local

Area

Decrease

30 25-

9041

Teacher

Assistants

7,289 6,796 -493 -6.8% San Juan -455

•

Provide an analysis of the industries and occupations for which demand is emerging.

Industry Sectors in General

Construction Sector Insights

Construction is one of the largest industry sectors in Puerto Rico. Although it has been

decreasing due to the housing crisis of 2006, it is expected to grow in the following years. This is

due to the reconstruction funds allocated by the federal government following the 2017

hurricanes.

This growth will require training and retraining of members of the labor force to satisfy the

demand of labor in this sector. The training required for these trades is not commonly offered in

traditional post-secondary institutions.

Source: PR Department of Labor & Human Resources (2020). Household Survey.

As stated before, the construction sector in Puerto Rico will grow in the following years,

requiring trained personnel to satisfy the increase in demand. In 2018, the construction sector

exhibited its first growth in employment since 2012. During those years, the disbursement of

federal funds for diverse reconstruction and recovery projects had a positive effect in the

amount of employment in this sector. In the year 2012, when the American Recovery and

Reinvestment Act had been in effect, the employment in the construction sector increased by

11.3%. Following a similar pattern as in 2012, employment increased in the years 2018 and

2019, the same time period in which FEMA funds were assigned to the island. Since these

disbursements are only 30% from the total allocated funds for recovery, it can be argued that

employment in the construction sector will be steadily increasing until all funds have been

disbursed.

Table 10 - Construction Employment

Fiscal Year Construction Employment Change (Absolute)

2019 48,000

2020 50,686 2,686

2021 51,567 881

2022 57,075 5,508

2023 61,676 4,602

2024 64,151 2,474

Source: Estimates by Estudios Técnicos, Inc.

Among other effects of the arrival of federal recovery funds are the increase in the construction

sector employment. According to estimates from Estudios Técnicos, the average increase in

employment in the construction sector will be of 3,230 per year. In total, approximately 16,000

jobs in the construction sector are estimated to be created from 2020 to 2023.

In addition to the total increase in employment, the turnover in the construction sector needs to

be considered for training purposes. The employment turnover consists in the percentage of job

openings that are posted at the end of a period. This means another amount of potentially new

workers in the field. As reported by the U.S. Bureau of Labor Statistics, the rate of job openings

in the construction sector for December 2019, was 3.1%. This rate was applied to the previously

presented projections and the results are presented in the following table.

Table 11 - Construction Training Demand

Fiscal

Year

Construction

Employment

New

Employees

Construction Industry

Turnover (3.1%)

Total Training

Demand

2019 48,000

2020 50,686 2,686 1,571 4,257

2021 51,567 881 1,599 2,480

2022 57,075 5,508 1,769 7,277

2023 61,676 4,602 1,912 6,514

2024 64,151 2,474 1,989 4,463

Total 16,151 8,840 24,991

Source: Estimates by Estudios Técnicos Inc

Note: The construction industry turnover is published by the Bureau of Labor Statistics:

https://www.bls.gov/jlt/

The total sum of the new employees per year and the industry turnover results in the total

demand for training for that year. The total training demand is almost 25,000 persons. It is

worth mentioning that not all these jobs belong to trades that are associated with formal

instruction.

Below follows an estimate of which instructional programs (CIP) -post-secondary educational

programs, of any length- will be needed to satisfy this increase in job openings in the

construction industry.

Table 12 - Educational Program to Satisfy the Job Opening in the Construction Industry

Instructional Program

Description

CIP

CODE

Annual

Graduates

Total

Employment

2018

Job

Openings

Demand by

Instructional

Program

Other Non-degree disciplines 99.9999 - 328,103 36,091 36,091

General Office Occupations and

Clerical Services

52.0408 55 23,512 2,318 2,263

Truck and Bus

Driver/Commercial Vehicle

Operator and Instructor

49.0205 - 15,914 1,683 1,683

Receptionist 52.0406 - 10,540 1,344 1,344

Executive Assistant/Executive

Secretary

52.0402 219 13,627 1,282 1,063

Floriculture/Floristry

Operations and Management

01.0608 42 9,940 1,051 1,010

Customer Service Support/Call

Center/Teleservice Operation

52.0411 - 7,526 954 954

Accounting

Technology/Technician and

Bookkeeping

52.0302 51 9,370 999 948

Home Health Aide/Home

Attendant

51.2602 63 7,298 958 895

Building/Property

Maintenance

46.0401 19 9,180 913 893

Office Management and

Supervision

52.0204 233 11,246 1,064 831

Administrative Assistant and

Secretarial Science, General

52.0401 573 14,846 1,397 823

Sales, Distribution, and

Marketing Operations, General

52.1801 6 7,305 740 734

Instructional Program

Description

CIP

CODE

Annual

Graduates

Total

Employment

2018

Job

Openings

Demand by

Instructional

Program

Teacher Assistant/Aide 13.1501 235 9,565 928 693

Banking and Financial Support

Services

52.0803 163 7,850 763 600

Criminalistics and Criminal

Science

43.0111 102 10,485 675 573

Selling Skills and Sales

Operations

52.1804 - 4,823 546 546

Operations Management and

Supervision

52.0205 33 6,223 490 458

Retailing and Retail Operations 52.1803 - 3,278 433 433

Quality Control

Technology/Technician

15.0702 11 3,518 387 376

Medical Office

Management/Administration

51.0705 9 3,980 376 368

General Merchandising, Sales,

and Related Marketing

Operations, Other

52.1899 1 3,647 364 362

Finance, General 52.0801 278 7,936 627 348

Teacher Education, Multiple

Levels

13.1206 111 6,970 459 348

Industrial Mechanics and

Maintenance Technology

47.0303 26 3,493 350 324

Construction/Heavy

Equipment/Earthmoving

Equipment Operation

49.0202 - 3,168 317 317

Insurance 52.1701 2 3,493 296 294

Other Academic Programs 56,218 297,638 25,688 - 30,530

Total 58,450 844,474 83,491 25,042

Source: IPEDS data, 2020. Bureau of Labor Statistics, 2020. Estimates by Estudios Técnicos.

A conversion from the occupation to instructional program was applied to determine the

projected demand for instructional disciplines in the construction sector. Using a crosswalk

from the Analyst Resource Center, the occupation by SOC code was converted to instructional

programs by CIP codes. From the crosswalk and labor data, one can observe that the

relationship between employment and instructional programs is not always one-to-one but may

be one-to-many or not have a relationship with an instructional program at all. This information

is reflected in the construction sector as it is found that there are multiple construction jobs,

including construction laborers, that are non-degree requiring occupations and, therefore, are

not represented by any CIP code.

Life sciences: pharmaceutical manufacturing

Two segments of the pharmaceutical industry are currently experiencing excellent growth in

the world’s markets: (1) generic medications and (2) biologicals. Therefore, the panorama for

growth in both fields represents an excellent opportunity for Puerto Rican labor. Some of the

strategies involve:

• Protecting existing pharmaceutical operations through collaboration with companies in this sector

• Actively intervening in the sale of closed plants or plants in the process of closing, ensuring a connection to interested companies so that they may take over or adapt the

operation of those plants, thereby minimizing downtime

• Fostering the establishment of a pharmaceutical industry specializing in the production of generics and biologicals, using local capital investment. Use the Puerto Rico Industrial

Development Corporation (PRIDCO) as a partner for businesses

• Attracting retail packaging and distribution operations to complement already existing

manufacturing operations

• Developing local abilities for pharmaceutical research and development in order to

create intellectual property in Puerto Rico

• Developing joint training programs with universities and companies in the private

sector in order to strengthen the future labor force and offer better job and growth

opportunities

With five decades of pharmaceutical manufacturing, Puerto Rico has a highly experienced

workforce knowledgeable in GMP, FDA and other global regulations. Although 60% of

employees in the life sciences have at least a bachelor's degree, Puerto Rico offers the lowest

labor costs of any region under U.S. jurisdiction – with hourly earnings in manufacturing

averaging 65% to 80% of the U.S. average.

Life sciences: manufacturing of medical devices

This sector is expected to experience a growth rate of 6% per year through 2020. Puerto Rico is

in a unique position to take advantage of this trend, with an impressive history of $4.5 billion in

exports in the manufacturing of medical devices, along with thirteen of the world’s twenty

largest firms in this sector are in Puerto Rico. Some of the strategies involve:

• Attracting new lines of production to companies established in Puerto Rico

• Fostering research and development, and manufacturing of new products in Puerto Rico

• Focusing promotional efforts in high-growth sectors and corporations, especially

including companies in the fields of orthopedics, trauma, invasive surgery, and visual

devices

• Attracting companies within the medical devices supply chain, in order to consolidate

the cluster and expand growth horizons

• Workforce advantages in this sector are comparable to that of the pharmaceutical

manufacturing subsector.

Agricultural biotechnology

According to Puerto Rico Industrial Development Company, Puerto Rico has emerged as an

important center for agricultural biotechnology. There's ongoing research with corn, soy,

sorghum, sunflower, cotton, among others since 1983. It is one of the fastest growing sectors

and is supported by the following conditions: year around stable weather and environmental

conditions, skilled and professional labor, soil quality, proximity to the U.S., rapid transportation

system, agricultural academic research centers, and intellectual property protection. Pioneer Hi-

Bred, BASF Agrochemical, Bayer-Crop science, Syngenta Seeds and Rice Tec are among many

seed companies that have found the island to be fertile ground for research and development.

The sector is made up of 18% of all agricultural employment (over 2,500 employees). Puerto

Rico must become a center for the scientific production and improvement of seeds in Latin

America, and it must become a leader in an industry that is slated to grow at 6% per year. Some

of the strategies involve:

• Supporting the expansion of production by companies currently doing business in

Puerto Rico by preparing personalized offers

• Attracting additional companies in this sector by promoting existing incentives,

infrastructure, and talent in Puerto Rico

• Fostering additional research and development in this sector

A highly educated workforce is sustained by an array of current programs, including: those

offered at the Biotechnology Development and Training Center at the Mayagüez campus of the

UPR, which is a public-private initiative that offers customized training programs for students

and employees with degrees in science and engineering. In addition, pharmaceutical

professionals who want to transition into the life sciences. There is a five-year bachelor's degree

in industrial biotechnology from the UPR, Mayagüez campus, and Ph.D. programs in biomedical

science from the UPR, Medical Sciences campus, and the Ponce School of Medicine/Pontifical

Catholic University of Puerto Rico.

Outsourcing

Puerto Rico is quickly emerging as a knowledge-services hub both for online monitoring as well

as telecommunication-related operations like call centers. Income from outsourcing or expert

services at the global level is estimated to be some $506 billion in the first half of 2018[1]. The

industry is composed of four segments: (1) outsourcing of information technology, (2)

outsourcing of business processes, (3) outsourcing of knowledge processes, and (4) outsourcing

of engineering and R&D. Some of the strategies involve:

• Creating an outsourcing cluster linking universities, the private sector, and government

• Developing training programs in coordination with universities and companies in this sector, which includes offering students’ internships in various companies within the

sector

• Attracting large operations offering Business Process Outsourcing (BPO) and integrated

outsourcing services through aggressive and personalized promotion

• Promoting the development of local software for eventual export, through promotion of

current legislation

• Expanding the aerospace and defense sector, paying special attention to outsourcing in the area of research and development

Maintenance, repair, and operations (MRO) cluster

The MRO market is projected to total $76 billion by 2022, some 36% more than the current $56

billion. The trend shows that airlines are increasingly interested in outsourcing their secondary

activities. An MRO cluster could represent as much as $600 million to the GDP with important

effects on small and medium businesses and local economies. Aside from the principal services

of assembly, cleaning, and coordination, most of the jobs are provided by businesses with fewer

than 10 employees. Puerto Rico’s MRO cluster would be located in the aerospace triangle in the

northwest part of the island, whose center is in Aguadilla. This region has proved itself to be one

of the driving forces of the aviation industry in Puerto Rico, with emphasis on the aerospace

industry. Some of the strategies involve:

• Beginning operations of Lufthansa Technik in 2015

• Creating an MRO school in Aguadilla and adapting its program to current university

curricula in order to ensure quantity and quality of the labor force, helping to support

the industry’s development

• Identifying opportunities for set up businesses and creating links to the existing aerospace industry in Puerto Rico

A highly educated and skilled workforce supports this sector. Puerto Rico is home to two of the

top 35 largest engineering programs in the nation at the Polytechnic University of Puerto Rico

and the UPR, Mayagüez Campus. More than 20,000 degrees in science, engineering and

technology are awarded each year by colleges on the Island.

Tourism

A Destination Marketing Organization (DMO) seeks to professionalize and give consistency to

Puerto Rico’s brand as a major tourist destination in the Caribbean and be recognize as a

premier destination globally.

Tourism marketing strategies beyond the act will be based on the needs and trends of the

national and global market. Through the DMO, Puerto Rico will display as a trademark the

culture, natural sites, culinary experiences, and entertainment. Among its first initiatives should

be the creation of a permanent brand for Puerto Rico. The brand will help leave behind the

inconsistency of the brand and react quicker to market needs.

The Corporation for the Promotion of Puerto Rico as a Destination (DMO) officially begun its

work on August 2, 2017, with the appointment of its board members and the creation of

internal committees.

Aerospace

In recent years, Puerto Rico has become a magnet for some of the world's leading aviation and

aerospace companies. With a long history of manufacturing expertise and a strong pipeline of engineering talent, the island has attracted multimillion-dollar investments by these and other

major firms during recent years:

• Pratt & Whitney is performing engineering design and analysis for the jet turbine power

plants of several aircraft from its Infotech Aerospace Service's division.

• Lockheed Martin has more than 60 employees conducting software support services from Puerto Rico for its global operations.

• Honeywell Aerospace employs more than 400 people in its shared services center that supports the company's global defense and space business.

• Hamilton Sundstrand manufactures aircraft climate control and electronic systems at its Puerto Rico plant, employing more than 900 workers.

• AXON Group and Pratt & Whitney established a world-class SAP services center that will

create 300 jobs.

• Florida Turbine and ESSIG Research both have major operations on the island.

Employment Forecasting

According to PRDOLHR's Long-Term Occupations Demand 2016-2026, the top three industries

of mayor employment growth will be in Food, Health, and Administrative services.

Furthermore, the industries with the highest projected employment are Self-Employed

(132,587), Administrative and Support (72,958), Food Services and Drinking Places (70,228),

Ambulatory Health Care (43,777), and Professional, Scientific, and Technical services (32,174).

Table 13 - Industries estimated job increases

NAICS Code NAICS Title Projected

2026

Total

increase

Change

(%)

722000 Food Services and Drinking Places 70,228 8,736 14.2%

621000 Ambulatory Health Care Services 43,777 7,243 19.8%

561000 Administrative and Support Services 72,958 6,102 9.1%

6010 Total Self Employed Not Incorporated 132,587 5,428 4.3%

446000 Health and Personal Care Stores 22,443 3,774 20.2%

523000/524000 Securities, Commodity Contracts, and Other

Financial Investments and Related

Activities/Insurance Carriers and Related

Activities

17,514 1,844 11.8%

541000 Professional, Scientific, and Technical Services 32,174 1,680 5.5%

424000 Merchant Wholesalers, Nondurable Goods 18,412 1,562 9.3%

452000 General Merchandise Stores 27,446 1,468 5.7%

623000 Nursing and Residential Care Facilities 7,443 1,153 18.3%

551000 Management of Companies and Enterprises 14,614 837 6.1%

488000 Support Activities for Transportation 5,530 804 17.0%

531000 Real Estate 11,363 755 7.1%


2026

Total

increase

Change

(%)

485000 Transit and Ground Passenger Transportation 3,230 682 26.8%

562000 Waste Management and Remediation Service 4,221 548 14.9%

512000 Motion Picture and Sound Recording

Industries

3,483 530 17.9%

453000 Miscellaneous Store Retailers 5,481 501 10.1%

518000 Data Processing, Hosting and Related Services 2,812 402 16.7%

713000 Amusement, Gambling, and Recreation

Industries

3,478 366 11.8%

812000 Personal and Laundry Services 5,423 333 6.5%

Source: PRDOLHR: Long Term Projections by Industry 2016-2026.

As per the same report, the industries with the largest estimated employment decreases

between 2016-2026 are State and Local Government, and Educational Services, signifying in a

potential reduction of around 30,000 jobs.

Table 14 - Industries with largest estimated job decreases


2026

Total

decrease

Change

(%)

920000 State Government, Excluding

Education and Hospitals

70,934 -18,742 -20.9%

930000 Local Government, Excluding

Education and Hospitals

49,088 -6,348 -11.5%

611000 Educational Services 88,514 -4,995 -5.3%

236000 Construction of Buildings 7,903 -2,465 -23.8%

448000 Clothing and Clothing Accessories

Stores

16,297 -2,399 -12.8%

311000 Food Manufacturing 9,367 -2,178 -18.9%

313000/314000/315000 Textile Mills, Textile Product Mills,

and Apparel Manufacturing

4,405 -2,091 -32.2%

622000 Hospitals 29,837 -1,689 -5.4%

624000 Social Assistance 9,078 -1,398 -13.3%

522000 Credit Intermediation and Related

Activities

11,916 -1,271 -9.6%

517000 Telecommunications 6,932 -1,105 -13.8%

334000 Computer and Electronic Product

Manufacturing

4,200 -1,080 -20.5%


2026

Total

decrease

Change

(%)

325000 Chemical Manufacturing 16,307 -1,070 -6.2%

339000 Miscellaneous Manufacturing 10,363 -908 -8.1%

721000 Accommodation, including Hotels

and Motels

13,586 -901 -6.2%

444000 Building Material and Garden

Equipment and Supplies Dealers

7,707 -730 -8.7%

335000 Electrical Equipment, Appliance,

and Component Manufacturing

3,686 -600 -14.0%

493000 Warehousing and Storage 1,208 -592 -32.9%

332000 Fabricated Metal Product

Manufacturing

2,451 -559 -18.6%

237000 Heavy and Civil Engineering

Construction

2,851 -481 -14.4%

Source: PRDOLHR: Long Term Projections by Industry 2016-2026.

[1] FN: IDC (2018). Worldwide Services Revenue Led by Steady Growth in the Americas During

the First Half of 2018, According to IDC (November 15, 2018). At:

https://www.idc.com/getdoc.jsp?containerId=prUS44448618.

•

With regard to the industry sectors and occupations identified in (A)(ii) and (iii), provide an

assessment of the employment needs of employers, including a description of the knowledge,

skills, and abilities required, including credentials and licenses.

Industries

In 2018, the industries with the most difficult establishments to fill vacancies were Other

Services, Agriculture and Mining, Real Estate and Leasing, and Professional, Scientific, Technical

Services. Additionally, the jobs with the highest rate of job vacancies were Transportation

Warehousing (49.3%), Agriculture and Mining (27%), and Utilities (22.6%).

Table - 15 Industries with most difficult to fill vacancies, vacancies' rates and over-

qualification rates, 2018

Industry Establishments with difficult

to fill vacancies (%)

Job vacancies'

rate (%)

Over-qualification

rate (%)

Other services 89.3% 6.0% 30.6%

Agriculture and Mining 86.6% 27.0% 47.2%

Real Estate and Leasing 78.8% 2.1% 64.4%

Professional, Scientific,

Technical Services

77.0% 4.9% 25.7%

https://www.idc.com/getdoc.jsp?containerId=prUS44448618

Industry Establishments with difficult

to fill vacancies (%)

Job vacancies'

rate (%)

Over-qualification

rate (%)

Transportation and

Warehousing

70.7% 49.3% 37.1%

Health Care and Social

Services

68.5% 2.7% 28.5%

Administrative Services and

Support

67.5% 4.0% 47.0%

Construction 66.7% 4.9% 48.1%

Manufacturing 64.8% 1.9% 40.3%

Educational Services 51.7% 3.0% 22.8%

Retail Trade 48.3% 2.6% 44.6%

Accommodation and Food

Services

46.9% 5.4% 69.4%

Wholesale Trade 45.0% 1.2% 49.5%

Public Administration 27.1% 12.2% 57.8%

Finance and Insurance 23.7% 4.3% 43.9%

Information 22.6% 13.0% 85.3%

Art, Entertainment and

Recreation

21.6% 4.0% 81.3%

Management 0.0% 1.1% 0.0%

Utilities 0.0% 22.6% 0.0%

Source: PRDOLHR, Skills and Occupations in High-Demand, 2018.

Occupancies

Out of the top ten occupancies with vacancies most difficult to fill, three required high school

diploma or equivalent while four did not require any formal educational credential. Moreover,

four of the occupations were related to repair, maintenance, and/or equipment work. Another

two were associated with food preparation and fast food cooks.

Table 16 - Occupations with the most difficult to fill vacancies, 2018

SOC

Code

Occupation Title Vacancy

Rate (%)

Education

45-

2092

Farmworkers and Laborers, Crop, Nursery, and

Greenhouse

5.3 No formal educational

credential

35-

2011

Cooks, Fast Food 3.0 No formal educational

credential

SOC

Code

Occupation Title Vacancy

Rate (%)

Education

43-

3031

Bookkeeping, Accounting, and Auditing Clerks 2.8 Some college, no degree

49-

9071

Maintenance and Repair Workers, General 2.7 High school diploma or

equivalent

35-

2020

Food Preparation Workers 2.3 No formal educational

credential

49-

3023

Automotive Service Technicians and Mechanics 2.2 Postsecondary

nondegree award

43-

6014

Secretaries and Administrative Assistants,

Except Legal, Medical, and Executive

2.0 High school diploma or

equivalent

45-

2091

Agricultural Equipment Operators 1.9 No formal educational

credential

47-

4021

Elevator and Escalator Installers and Repairers 1.9 High school diploma or

equivalent

41-

3099

Sales and Related Workers, All Other 1.9 No formal educational

credential

Source: PRDOLHR, Skills and Occupations in High-Demand, 2018.

Table below shows the skillsets that are most sought from employers, according to the

PRDOLHR employee survey. Punctuality and responsibility remain as top skills followed by the

ability to follow instructions, verbal and written communication, teamwork, and customer

oriented. Most of the essential abilities required can be labeled as “soft skills”, meaning that

employers are looking for employees that meet skills beyond technical and academic

competencies.

The over qualification rate could be used as a proxy of the industries in need of more education

and training. Industries with low over qualification rate means that the new employees had the

exact or less level of education recommended for the position. The industries with the lowest

over-qualification rates were Management, Utilities, educational services, and professional,

scientific and technical services.

Table 17 - Most important skillsets sought by an employer, 2018

Skill %

Punctuality and responsibility 84.3

Capacity to follow instructions 78.4

Oral and writing communication 62.6

Teamwork capacity 60.9

Ability to provide customer service 55.8

Learning capacity 55.7

Skill %

Ability to anticipate and avoid problems 37.5

Ability to identify and solve problems 36.9

Ability to work under minimum supervision 36.9

Ability to work under pressure 35.6

Source: PRDOLHR, Skills and Occupations in High Demand 2018

i. Employment and Unemployment

Provide an analysis of current employment and unemployment data, including labor force

participation rates, and trends in the State.

Employment, Unemployment and Labor Force Participation

The labor force in Puerto Rico has been contracting since the start of the Puerto Rican recession

in FY 2017. From 2007 through 2019, the labor force fell 24%. For this reason, the labor force

participation rate plunged from 48.6% in 2007 to 40.6% in 2019. In other words, 6 of every 10

people who are of working age are not in the labor market. Since 2010, unemployment on the

Island has decreased in number and rate. However, Puerto Rico continue being the jurisdiction

with the highest unemployment rate among all states. Even more significant, Puerto Rico's low

labor force participation rate remains not just as the lowest among all jurisdictions but also one

of the lowest in the World.

Table 18 - Average labor force, participation and unemployment, 2000-2019

FY Non-institutionalized

civil population 16

years and over (000s)

Labor

force

(000s)

Labor force

participation

rate (%)

Unemployment

(000s)

Unemployment

rate (%)

2000 2,797 1,292 46.2% 142 11.0%

2001 2,808 1,274 45.4% 133 10.5%

2002 2,842 1,301 45.8% 156 12.0%

2003 2,870 1,337 46.6% 162 12.1%

2004 2,884 1,339 46.4% 152 11.4%

2005 2,886 1,357 47.0% 144 10.6%

2006 2,899 1,410 48.6% 156 11.0%

2007 2,906 1,413 48.6% 150 10.6%

2008 2,908 1,355 46.6% 152 11.2%

2009 2,910 1,325 45.5% 181 13.7%

2010 2,915 1,285 44.1% 210 16.3%

2011 2,911 1,245 42.8% 201 16.2%

2012 2,895 1,206 41.7% 183 15.2%

FY Non-institutionalized

civil population 16

years and over (000s)

Labor

force

(000s)

Labor force

participation

rate (%)

Unemployment

(000s)

Unemployment

rate (%)

2013 2,880 1,177 40.9% 165 14.0%

2014 2,859 1,153 40.3% 165 14.3%

2015 2,829 1,121 39.6% 145 13.0%

2016 2,799 1,121 40.0% 131 11.7%

2017 2,763 1,109 40.1% 128 11.5%

2018 2,710 1,086 40.1% 112 10.3%

2019 2,658 1,079 40.6% 91 8.5%

Source: PR Department of Labor and Human Resources.

Puerto Rico’s recession has impacted the labor participation rate among young age groups.

From 2015 to 2017, the age group of 20 to 24 years old was the group with the largest decrease

in participation rate (-4.7%). With a participation rate of 43.4%, Puerto Rico remains well below

the participation of 63.2% observed in US. The biggest differences in participation rates among

age groups are noted in the age groups of 16 to 24 years old and 55 to 64 years old.

Table 19 - Population by age in labor force (%), 2015 and 2017

Age PR

2015

PR

2017

Change 2015-2017 US

2017

Difference PR-US

16 years and over 44.7% 43.4% -1.3% 63.2% -19.8%

16 to 19 years 14.9% 13.3% -1.6% 38.3% -25.0%

20 to 24 years 53.4% 48.7% -4.7% 74.8% -26.1%

25 to 29 years 73.0% 70.2% -2.8% 82.8% -12.6%

30 to 34 years 74.8% 72.9% -1.9% 82.8% -9.9%

35 to 44 years 73.1% 72.6% -0.5% 82.4% -9.8%

45 to 54 years 60.5% 61.9% 1.4% 80.6% -18.7%

55 to 59 years 42.3% 44.0% 1.7% 72.3% -28.3%

60 to 64 years 25.2% 28.4% 3.2% 57.0% -28.6%

65 to 74 years 9.6% 9.6% 0.0% 25.8% -16.2%

75 years and over 2.7% 2.9% 0.2% 6.8% -3.9%

Source: U.S. Census Bureau, 2017 and 2015 American Community Survey 1-Year Estimates

The Federal Reserve Bank of New York (FRBNY) characterized Puerto Rico’s labor market as

being "quite weak" (an update in the competitiveness of the Puerto Rican economy, 2014).

Along with the wide gap that persists between the unemployment rates of Puerto Rico and the

US. The low rate of participation in the labor force, particularly among less educated workers

was stressed by the FRBNY as the most important factor in the labor market limiting the island’s

competitiveness. It further urged to counter skills atrophy through the promotion of work

experience and creating jobs and encouraging active participation in the labor market,

especially for the young uneducated.

Youth Workforce Participation

The Youth Development Institute (YDI) of Puerto Rico, a nonprofit organization working to

advance public policies- at both the federal and commonwealth level- that improve the lives of

children and youth in Puerto Rico, presented a recommendation focuses on targeting the youth

workforce development outcomes by providing specific youth workforce participation data for

Puerto Rico.

Moreover, comparing employment and educational attainment data between years 1990, 2000

and 2016, the YDI can observe an important increase for youth ages 16 to 25 in Puerto Rico.

However, these improvements have not translated to decreases in poverty levels among the

same population; Puerto Rico’s youth workforce remains poor. These statistics pre-date

Hurricane Maria but taken together they present a sobering picture of the state of youth

employment prior to the hurricane and will likely be exacerbated by current conditions in

Puerto Rico.

Other recent natural disasters, including the Southeast earthquakes at the end of 2019 and first

months of 2020 could impact the labor market indicators, especially in the impacted region.

Employment and unemployment by region and local area

Employment in Puerto Rico is concentrated in the metropolitan area. This area has most of the

establishments and an important share of the population of Puerto Rico. Most of the

metropolitan area is within the North Central Region. The North-Central region employment

relies on service industries, including educational services, finance and insurance services, and

commerce.

Observing the distribution of employment among the local areas, we identified the local areas of

San Juan and Caguas-Guayama as the top areas in terms of employment. Other local areas with

significant number of employees are in the North of the Island.

Related to the unemployment rate among the region areas, we identified the southwest region

as the top region in terms of unemployment.

Between 2013 and 2018, there were lost almost 15,000 jobs. The local areas of San Juan,

Bayamón-Comerío, and Ponce were the areas that lost the most jobs. A local area that stands

out is the Northeast area (#2) showing that all municipalities within that area have lost jobs.

Individuals with barriers to employment

In 2018, Puerto Rico had a population of 3.2 million with 1 million people in the labor force.

Many economic, political, and social factors contributed to having a proportionally large

population with barriers to employment. A consequence of this situation is the low participation

rate and the high unemployment mentioned before. Among the top groups with barriers to

employment are individuals below poverty levels, SNAP recipients, individuals with disabilities,

and older individuals.

Table 20 - Population with Barrier to Employment in Puerto Rico

Populations Persons % Source

Total population (2018) 3,195,153 US Census Bureau

Persons below poverty level 1,492,925 46.7% ACS 2017 - 5 yrs estimate

SNAP recipients 1,222,606 38.3% ACS 2017 - 5 yrs estimate

Individuals with disabilities 734,789 23.0% ACS 2017 - 5 yrs estimate

Older Individuals (65+) 661,215 20.7% US Census Bureau

English language learners 659,195 20.6% ACS 2017 - 5 yrs estimate

Single parents 371,328 11.6% ACS 2017 - 5 yrs estimate

Individuals with low levels of literacy 255,612 8.0% PR Literacy Survey - 2010

Veterans 83,641 2.6% ACS 2017 - 5 yrs estimate

Disconnected youth* 22,000 0.7% National Kids Count Data

American Indians and other races 10,985 0.3% ACS 2017 - 5 yrs estimate

Ex-offenders 7,663 0.2% PRDCR

Populations Persons % Source

Homeless 3,501 0.1% HUD

Source: American Community Survey 2013-2017, five-year estimates unless otherwise

specified.

Note: One individual can be counted in several groups. Numbers cannot be added.

* National Kids Count Data (Teens 16-19 not in school and not working.

Displaced homemakers

Data are currently unavailable to accurately characterize this group as defined in section 3(16)

of WIOA. ACS data estimated unpaid family workers in the population 16 years and older in the

labor force to be 2,810 individuals in 2017.

Low-income individuals

In Puerto Rico, 44.9% of the population lived below the poverty level in 2017. This share could

have increased after hurricanes Irma and Maria in 2017 and the earthquakes in the Southeast of

the Island between December 2019 and the start of 2020. Setting these events aside, the number of persons in poverty fell by 309,487 persons from 2010 to 2017 (mainly because of

migration). Nonetheless, the share of individuals living below the poverty level remained almost

unchanged. In Puerto Rico, it is more than twice the share in the US.

Table 21 - Population living below the poverty level

Puerto Rico PR-Change US Difference

2010 2017 2010-2018 2017 PR/US

Population 3,634,488 3,325,001 -309,487 325,147,121

% Below Poverty level 45.10% 44.90% -0.20% 14.60% 21.80%

Source: U.S. Census Bureau (2019). American Community Survey 5-Year Estimates.

Table 22 - Households by income level

Puerto Rico PR- Change US Difference

2010 2017 2010-2018 2017 PR/US

Number of Households 1,227,039 1,222,606 -4,433 118,825,921

Less than $10,000 29.80% 28.50% -1.30% 6.70% 21.80%

$10,000 to $14,999 12.60% 11.80% -0.80% 4.90% 6.90%

$15,000 to $24,999 17.70% 18.20% 0.50% 9.80% 8.40%

$25,000 to $34,999 12.30% 12.10% -0.20% 9.50% 2.60%

$35,000 to $49,999 11.50% 11.50% 0.00% 13.00% -1.50%

$50,000 to $74,999 9.10% 9.70% 0.60% 17.70% -8.00%

$75,000 to $99,999 3.30% 3.90% 0.60% 12.30% -8.40%

Puerto Rico PR- Change US Difference

$100,000 to $149,999 2.40% 2.70% 0.30% 14.10% -11.40%

$150,000 to $199,999 0.60% 0.80% 0.20% 5.80% -5.00%

$200,000 or more 0.70% 0.80% 0.10% 6.30% -5.50%

Median income $18,791 $19,775 984 $57,652 ($37,877)

Source: U.S. Census Bureau (2019). American Community Survey 5-Year Estimates.

The Nutrition Assistance Program (NAP) of the Government of Puerto Rico provides a monthly

benefit for nutritional assistance to low-income households. According the American

Community Survey 2017, 38.3% of households in Puerto Rico received food stamps, compared

with 12.6% in the US. Among the Local Workforce Development Areas, the areas of La

Montaña, Norte-Central Arecibo, and Ponce had the largest percent of households on food

stamps with 49.8%, 47.1%, and 45.9%, respectively.

Table 23 - Receipt of food stamps in the past 12 months by local area, 2017

# Area Households Received food stamps in the past 12 months (#)

Received food stamps in the past 12 months (%)

United States 118,825,921 15,029,498 12.6%

Puerto Rico 1,222,606 467,827 38.3%

Local Workforce

Development Area

1 Bayamón-Comerío 75,393 23,076 30.6%

2 Caguas-Guayama 143,708 49,297 34.3%

3 Carolina 64,056 17,082 26.7%

4 Guaynabo-Toa Baja 91,988 25,169 27.4%

5 La Montaña 37,600 18,721 49.8%

6 Manatí-Dorado 97,501 40,937 42.0%

7 Mayagüez-Las Marías 32,802 13,981 42.6%

8 Noreste 74,485 31,541 42.3%

9 Noroeste 90,963 41,425 45.5%

10 Norte-Central Arecibo 97,575 45,913 47.1%

11 Ponce 53,341 24,485 45.9%

12 San Juan 145,321 40,594 27.9%

13 Sur Central 55,985 25,340 45.3%

14 Sureste 79,675 34,400 43.2%

15 Suroeste 82,213 35,866 43.6%

Source: US Census Bureau. ACS 2017, 5 year estimate.

In Puerto Rico, the 57% of single female headed households were on food stamps, compared

with 48% of single male headed households and 27% of married couples. All these percentages

were higher than their US counterparts.

Table 24 - Households on food stamps by type and local area, 2017

Type of

Household (% of

total by type)

Type of

Household (% of

total by type)

Type of

Household (% of

total by type)

# Area Households on

Food Stamps

Married couple Single male

headed

household

Single female

headed

household

United States 15,029,498 6.8% 21.2% 35.4%

Puerto Rico 467,827 27.2% 48.0% 56.7%

Local Workforce

Development Area

1 Bayamón-Comerío 23,076 18.4% 33.3% 48.3%

2 Caguas-Guayama 49,297 23.0% 46.3% 50.2%

3 Carolina 17,082 15.7% 36.2% 47.3%

4 Guaynabo-Toa Baja 25,169 16.7% 36.1% 45.6%

5 La Montaña 18,721 39.6% 59.9% 66.0%

6 Manatí-Dorado 40,937 32.0% 52.2% 61.6%

7 Mayagüez-Las

Marías

13,981 26.5% 54.6% 66.2%

8 Noreste 31,541 33.4% 47.6% 57.4%

9 Noroeste 41,425 34.0% 58.5% 65.2%

10 Norte-Central

Arecibo

45,913 36.2% 61.7% 62.6%

11 Ponce 24,485 30.1% 59.1% 68.1%

12 San Juan 40,594 13.9% 32.0% 51.7%

13 Sur Central 25,340 31.9% 56.6% 61.9%

14 Sureste 34,400 32.0% 51.0% 60.8%

15 Suroeste 35,866 33.7% 56.3% 62.4%

Source: US Census Bureau. ACS 2017, 5 year estimate.

In Puerto Rico in 2017 there were 734,789 persons with disability, which represents 23% of

total population, compared with 12.6% in the US. The prevalence of disability is especially

significant among 35 years and more age groups.

Table 25 - Percentage of population with disability, 2012, 2017

PR 2012 PR 2017 % Change US 2017 Difference

PR / US

Total population 20.8% 21.3% 0.5% 12.6% 8.7%

Gender

Male 20.3% 21.2% 0.9% 12.5% 8.7%

Female 21.2% 21.5% 0.3% 12.7% 8.8%

Age Groups

Under 5 years 1.3% 1.0% -0.3% 0.8% 0.3%

5 to 17 years 9.9% 10.3% 0.5% 5.4% 4.9%

18 to 34 years 8.5% 8.6% 0.1% 6.1% 2.5%

35 to 64 years 24.2% 23.0% -1.2% 12.9% 10.2%

65 to 74 years 42.2% 38.6% -3.7% 25.4% 13.2%

75 years and over 68.2% 63.3% -4.9% 49.7% 13.5%

Source: U.S. Census Bureau (2019). AMS 5-Year Estimates (s1810).

In 2017, the most common disability among employed persons were ambulatory (39.5%) and

vision (35.8%). The most widespread disabilities among unemployed persons were cognitive

and ambulatory with 40.7% and 31.4%, respectively. Among the population not in the labor

force, the most common disabilities were ambulatory difficulty and cognitive difficulty with

15.5% and 13.9%, respectively.

Table 26 - Vocational rehabilitation service customers by type of disability, PY 2015

Type of disability Category total As % of all customers

Cognitive 26,541 45%

Psychosocial 11,966 20%

Physical/ambulatory 7,156 12%

Other physical/ambulatory 3,886 7%

Other mental 3,084 5%

Vision 2,342 4%

Hearing 1,467 2%

Unidentified 1,312 2%

Respiratory 1,051 2%

Speech 362 1%

Hearing and vision 3 0.01%

Type of disability Category total As % of all customers

Total 59,170 100.0%

Source: PRVRA, Service statistics, PY2015.

According to statistics of the Puerto Rico Vocational Rehabilitation Administration (PRVRA), the

top 3 occupations where the people seeking their services worked were Sales and Related,

Office and Administrative Support, and Food Preparation and Serving Related occupations.

Table 27 - Employment outcomes of vocational rehabilitation services by major

occupational group, PY 2015

SOC

Code

Occupational major group Total

employment

As % of all

customers

41 Sales and related 315 10.7%

43 Office and administrative support 308 10.5%

35 Food preparation and serving related 297 10.1%

29 Healthcare practitioners and technical 255 8.7%

51 Production 252 8.6%

37 Building and grounds cleaning and

maintenance

198 6.7%

39 Personal care and service 186 6.3%

25 Education, training and library 152 5.2%

49 Installation, maintenance and repair 125 4.2%

17 Architecture and engineering 111 3.8%

31 Healthcare support 107 3.6%

53 Transportation and material moving 101 3.4%

27 Art, design, entertainment, sports and media 85 2.9%

11 Management 83 2.8%

33 Protective services 71 2.4%

47 Construction and extraction 53 1.8%

21 Community and social services 47 1.6%

13 Business and financial operations 46 1.6%

19 Life, physical and social sciences 45 1.5%

59 Homemaker 40 1.4%

15 Computer and mathematical 23 0.8%

45 Farming, fishing and forestry 17 0.6%

SOC

Code

Occupational major group Total

employment

As % of all

customers

23 Legal 13 0.4%

55 Military specific 13 0.4%

Total 2,943 100%

Source: PRVRA, Service statistics, PY2015. Might not add to 100% due to rounding.

According to ACS estimates from 2017, the share of employed population with a disability in

Puerto Rico was 8.5%, which grew significantly from 7.8% in 2016.

The PRVRA service statistics confirm ACS estimates for population 16 and over for the

jobseeker population in in terms of distribution by type of disability.

Table 28 - Employment status by disability of population 16 and over, 2012-2017

Status and Disability Type 2012 2013 2014 2015 2016 2017

Employed population with a disability 8.6% 8.5% 8.6% 7.8% 7.8% 8.5%

Hearing difficulty 17.0% 18.1% 17.8% 20.1% 16.7% 17.6%

Vision difficulty 30.8% 31.4% 33.2% 33.9% 36.7% 35.8%

Cognitive difficulty 31.2% 30.9% 29.3% 30.1% 27.1% 28.3%

Ambulatory difficulty 43.4% 39.8% 41.8% 44.5% 38.0% 39.5%

Self-care difficulty 7.6% 6.2% 8.9% 10.4% 8.2% 11.9%

Independent living difficulty 12.8% 13.9% 16.2% 12.7% 11.4% 13.7%

Unemployed population with a disability 11.4% 11.4% 11.1% 12.2% 12.8% 10.4%







Population not in labor force with a disability 30.3% 30.1% 30.4% 30.4% 29.7% 28.2%






Status and Disability Type 2012 2013 2014 2015 2016 2017


Source: U.S. Census Bureau, 2012-2017 American Community Survey.

Older Individuals

As shown in the table below, population 55 to 64 dropped slightly (-2.3%) between 2016 and

2018, while the population 65 and over rose by more than 2.8%. According to ACS estimates,

the labor force participation in Puerto Rico for persons 55 and older has stayed at

approximately the same level during the past years; about half of that in the United States.

Population aging poses significant challenges in all respects, including workforce development

and regarding efforts aimed at jumpstarting the participation in labor force of the population.

Ex-Offenders

According to the 2019's Inmate Population Profile completed by the PR Department of

Correction and Rehabilitation (PDCR), as of September 2019, there were 7,663 inmates in the

correctional facilities in Puerto Rico. Of this population, 7,400 or 97% were male and 263 or 3%

were female.

Regarding the age distribution, the largest age group of the male inmate population was the 25

to 29 years age group with 1,412 inmates or 19% of total males. In the female inmate

population case, the largest group was the 35 to 39 years age group with 67 inmates or 25% of

total females.

As per their education and skills to participate in the labor market, 43% of male and 34% of

female inmate population had less than high school diploma. About 3% of male and 0.8% of

female inmate population could not read. On the other hand, most of them (57% of males and

66% of females), had high school diploma or more education. As a matter of fact, 70% of male

and 53% of female inmates had a job before entering the correctional system. The principal

sectors in which male inmates worked before incarceration were Construction, Cleaning and

Maintenance, and Commerce with 32%, 14% and 12%, respectively. In the case of female

inmates, the principal sectors were commerce, cleaning and maintenance and food related with

22%, 14%, and 12%, respectively.

Table 29 - Sociodemographic characteristics of the inmate population

Characteristics Male (% of total count) Female (% of total count)

Total 7,400 97% 263 3%

Age

18-24 599 8% 14 5%

25-29 1,412 19% 57 22%

30-34 1,395 19% 58 22%

35-39 1,315 18% 67 25%

40-44 1,021 14% 24 9%

45-49 704 10% 18 7%


50-59 676 9% 18 7%

60 beyond 275 4% 7 3%

Could not read 238 3% 2 0.8%

Could not write 283 4% 5 1.9%

Educational Attainment

K-6th grade 623 8% 10 4%

7th-11th grade 2,538 34% 80 30%

High-school diploma or GDE 3,256 44% 97 37%

Technical studies 361 5% 26 10%

Some college or Associate degree 462 6% 40 15%

Bachelor's degree 108 1% 8 3%

Master's degree or higher 27 0% 2 1%

Employment status prior to reclusion

Employed 5,199 70% 140 53%

Did not participate in the labor force* 2,169 29% 121 46%

Field of previous work experience

Construction 1,836 32% 2 2%

Cleaning and maintenance 821 14% 16 14%

Commerce 666 12% 25 22%

Auto repair and maintenance 560 10% 3 3%

Barber and hairdresser 344 6% 8 7%

Food related 293 5% 13 12%

Agriculture 197 3% 4 4%

Security services 43 1% 5 4%

Technical services 178 3% 2 2%

Art and entertainment 34 1% 0 0%

Health related 42 1% 8 7%

Professional 17 0% 3 3%

Communications and public relations 11 0% 0 0%

Education related 16 0% 0 0%


Sports related 23 0% 2 2%

Secretarial and administrative support 54 1% 8 7%

Caretaker 2 0% 6 5%

Related to warehouses 81 1% 1 1%

Other 499 9% 6 5%

Source: Department of Correction and Rehabilitation. Perfil de población confinada 2019.

Homeless individuals, or homeless children and youths

In 2017 there were 3,501 homeless persons in Puerto Rico. "Chronically Homeless" individuals

were the largest group with 1,085 persons or almost one third of total homeless.

Table 30 - Homeless persons by category, 2011-2017

Year Total With Families Veterans Chronically Homeless

2011 2,900 554 137 3,564

2013 4,128 658 82 2,130

2015 4,518 589 164 1,756

2017 3,501 1,047 140 1,085

Source: HUD, Annual Homeless Assessment Report to Congress, 2007-2017.

Individuals within 2 years of exhausting lifetime eligibility under the Temporary

Assistance for Needy Families (TANF) program

In 2018, a total of 6,048 families received assistance through TANF, of which 98.8% received

medical assistance, 99.2% nutritional assistance with a monthly pay of $355.

Table 31 - TANF families by public assistance program 2015, 2018

FY Total Families Medical Assistance SNAP (%) SNAP Monthly Avg ($)

FY 2015 10,838 99.9% 99.4% 271

FY 2018 6,048 98.8% 99.2% 355

Source: Office of Family Assistance. Characteristics and Financial Circumstances of TANF

Recipients.

In FY 2018, 5,560 adults received assistance through TANF, of which 14.3% had less than 10 th

grade of education, 10.1% reached 10 – 11th grade, 56.5% completed 12th grade and 19.1% had

more than high school education.

Table 32 - TANF adult recipient by educational attainment 2015, 2018

FY Adult Recipients Less than 10th

grade

10 - 11th grade 12th grade More than high

school

FY 2015 10,149 16.9% 12.6% 57.8% 12.7%

FY Adult Recipients Less than 10th

grade

10 - 11th grade 12th grade More than high

school

FY 2018 5,569 14.3% 10.1% 56.5% 19.1%


Recipients

As highlighted before, 40.9% of all families live below poverty level. From these, 59.1% are

female-headed families, and 45% of those have children under 18 years old. This factor causes it

to be more difficult to connect TANF families to the job market.

Table 33 - TANF Adult Recipients by Employment Status 2015, 2018

FY Total Adult

Recipients

Employed

(%)

Male

Recipients

Employed

(%)

Female

Recipients

Employed

(%)

FY

2015

10,149 2.5% 716 1.3% 9,433 2.6%

FY

2018

5,569 1.4% 236 0.0% 5,333 1.5%


Recipients.

As shown below, the most common reasons of TANF closures in 2018 were voluntary closure

with 37.9%, employment with 12.7%, and reaching the federal time limit with 8.6% of all cases.

Table 34 - TANF Closed-Case Families by Reason for Closure 2015, 2018

FY Total

Families

Employment Federal

Time Limit

Other

Sanction

Excess Income or

Resources

Voluntary

Closure

Other

FY

2015

5,382 24.8% 2.9% 10.3% 7.5% 34.9% 19.6%

FY

2018

3,011 12.7% 8.6% 8.7% 7.7% 37.9% 24.4%


Recipients.

Single parents (including single pregnant women)

According to 2017 ACS data, there were 371,328 single parent families or 44% of total families.

This figure included 80,278 single-male headed families and 291,050 single-female families.

The percentage of persons unemployed for 15 weeks or more reached a peak of 4.9% in 2011,

after the full impact of the Great Recession. Since that year, this percentage has been decreasing

to 1.6% in 2019.

Table 35 - Alternative measure of labor underutilization U-1, persons unemployed 15

weeks or longer, as a percent of the civilian labor force, 2007-2019

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019

As % of labor force 1.7 2.4 3.9 4.5 4.9 4.0 3.8 3.7 3.3 2.7 2.4 1.9 1.6

Note: The figure was calculated by taking the average of each trimester.

Source: Puerto Rico Department of Labor and Human Resources.

Other groups: Veterans

In 2017, there were 83,641 veterans in Puerto Rico. Most were in the 75 years and over age

group with 33% of total. The second most import age group of veterans was 65 to 74 years.

There were 33,682 veterans of working age (18 to 64 years), representing 40% of total

veterans.

Table 36 - Veteran population by age, September 2014

Total 18 to 34 years 35 to 54 years 55 to 64 years 65 to 74 years 75 years and over

83,641 4,466 13,950 15,266 21,959 28,000

100% 5% 17% 18% 26% 33%

Source: U.S. Census Bureau, 2013-2017 American Community Survey 5-Year Estimates

ii. Labor Market Trends.

Provide an analysis of key labor market trends, including across existing industries and

occupations.

The labor market in Puerto Rico has the following trends:

• Reduction in the participation rate.

• High and protracted unemployment.

• An ageing of the labor force.

• Transitioning from manufacturing to services industries.

• Government downsizing.

• High outmigration of people in working age.

• A highly educated labor force.

Demographics

The demographic pressures on the labor force, including aging, population decrease, and a

historic low natural growth rate are challenged by the increased outflow of migrants to the

states, which spiked from 28,253 net out-migrants in 2010 to 112,551 in 2018. Outmigration

was bolstered by the impact of hurricanes Irma and Maria in September 2017.

Table 37 - Net outmigration to States, 2007-2014

Year Out In Net

2010 -59,985.0 31,732.0 -28,253.0

2011 -76,218.0 22,649.0 -53,569.0

2012 -74,500.0 20,044.0 -54,456.0

2013 -73,846.0 24,652.0 -49,194.0

Year Out In Net

2014 -83,844.0 19,771.0 -64,073.0

2015 -89,000.0 24,762.0 -64,238.0

2016 -88,676.0 21,196.0 -67,480.0

2017 -97,488.0 20,167.0 -77,321.0

2018 -133,451.0 20,900.0 -112,551.0

Source: U.S. Census Bureau, 2010-2018, American Community Survey

As shown in table below, the percentage of outmigrants with post-secondary education grew

from 40% in 2010 to 48% in 2013, and 56% in 2017. The median age of out-migrants increased

from 28.1 in 2010 to 30.1 years in 2017. The numbers showed a relative shifting from blue-

collar emigrants to more white-collar emigrants in recent years.

Table 38 - Profile of out-migrant to other States, 2010, 2013, 2017

Year With high school or less With post-secondary education Median age Under 35 years old

2010 60% 40% 28.1 -62%

2013 52% 48% 28.5 -62%

2017 44% 56% 30.1 -60%

Source: PP Institute of Statistics. Migrant profile report (2010,2015,2017).

Government Downsizing

From 2009 to 2019, the public sector decreased by 29.9% with an average drop of 3.5% per

year. As a result, the share of government in total employment has gone from 30% to 23.2% in

the last decade. The effects of government downsizing policies from 2009 to 2015 ensued a loss

of 56,000 jobs with more than 20,000 of those being lost in 2010 alone.

State employment holds the largest portion within the public sector with an average share of

70% during this period. Nonetheless, it has decreased 35.9% (2009-2019) or -4.3% on average

per year. Likewise, local government employment has decreased 20.1% during this period;

however, federal jobs have increased by 11.4%.

Table 39 - Government employment, 2009-2019

Total

Employment

(000s)

Govt.

(000s)

Govt. (as

% of

total)

Fed.

(000s)

Fed. (as

% of

total)

State

(000s)

State (as

% of

total)

Local

(000s)

Local (as

% of

total)

2009 965.3 289.3 30.0% 15.0 1.6% 209.8 21.7% 64.5 6.7%

2010 931.6 267.6 28.7% 17.0 1.8% 190.0 20.4% 60.6 6.5%

2011 924.2 258.8 28.0% 14.6 1.6% 184.7 20.0% 59.5 6.4%

2012 940.1 259.2 27.6% 14.3 1.5% 183.5 19.5% 61.4 6.5%

2013 926.0 244.7 26.4% 14.0 1.5% 173.7 18.8% 57.0 6.2%

Total

Employment

(000s)

Govt.

(000s)

Govt. (as

% of

total)

Fed.

(000s)

Fed. (as

% of

total)

State

(000s)

State (as

% of

total)

Local

(000s)

Local (as

% of

total)

2014 909.8 234.7 25.8% 13.9 1.5% 166.0 18.2% 54.9 6.0%

2015 901.3 231.3 25.7% 14.2 1.6% 162.0 18.0% 55.1 6.1%

2016 894.0 227.5 25.4% 14.4 1.6% 157.3 17.6% 55.8 6.2%

2017 870.9 217.3 24.9% 14.8 1.7% 149.6 17.2% 52.9 6.1%

2018 860.9 207.3 24.1% 16.4 1.9% 141.2 16.4% 49.7 5.8%

2019 873.6 202.6 23.2% 16.7 1.9% 134.5 15.4% 51.5 5.9%

Occupations

In terms of occupations, the largest number of jobs added between 2014 and 2018 were

Assemblers and Fabricators with 5,110 jobs (see table 39). Moreover, the occupation with the

largest expansion, among those that added the most jobs, was Middle School teachers with a

percentage gain of 393% during this period. On the other hand, the three occupations with the greatest losses in employment were Office and Administrative Support Occupations, Sales and

Related Occupations, and Retail Salespersons. This is consistent with the increase of 11.2% of

unemployment insurance claimants that worked in Retail Trade between 2014 and 2018.

The table below shows that the total number of individuals claiming unemployment insurance

has fallen by 8,197 (32.7%). This, in part, may be due to the increased changes in migration

patterns. Moreover, there has been a decreasing trend in males that has shifted to females,

which now make up more than half of unemployed insurance claimants. From 2014 to 2020, the

bulk of unemployment claimants has remained in the 25-54 age groups, comprising 63.4% of

total cohorts in January of 2020.

When assessing occupation groups, Accommodation and Food Services saw an increase of 1,401

individuals claiming unemployment insurance from 2014 to 2018 followed by Health and Social

Assistance and Retail Trade. From 2018 to 2020, many occupations saw a substantial decrease

in claims; however, Educational Services (115%), Administration and Support/Waste

Management and Remedial Services (38%), Transportation Warehousing (101%), and

Manufacturing (15%) were among those that saw an uptick in claims.

Table 40 - Characteristics of Unemployment Insurance Claimants

Jan-20 Percent Jan-18 Percent Jan-14 Percent

Total 16,870 23,155 25,067

Male 7,315 43.40% 10,304 44.50% 14,317 57.10%

Female 9,555 56.60% 12,851 55.50% 10,750 42.90%

Years of Age 16,870 23,155 25,067

Younger than 22 453 2.30% 407 1.50% 960 3.00%

22-24 1,033 5.10% 1,041 3.90% 2,188 6.90%

25-34 4,551 22.60% 5,469 20.70% 7,875 24.90%

Jan-20 Percent Jan-18 Percent Jan-14 Percent

35-44 4,484 22.30% 6,018 22.70% 6,306 19.90%

45-54 3,726 18.50% 5,560 21.00% 4,714 14.90%

55-59 1,280 6.40% 2,204 8.30% 1,557 4.90%

60-64 819 4.10% 1381 5.20% 895 2.80%

65 and older 505 2.50% 1050 4.00% 540 1.70%

Information Not Available 19 0.10% 25 0.10% 32 0.10%

Industry 16,870 23,155 25,067

Agriculture/Forestry/Fishing and Hunting 315 1.80% 806 3.40% 603 2.30%

Mining 5 0.00% 14 0.10% 26 0.10%

Utilities 9 0.10% 10 0.00% 10 0.00%

Construction 974 5.70% 830 3.50% 3,182 12.40%

Manufacturing 1,933 11.20% 1,685 7.00% 3,184 12.40%

Wholesale Trade 323 1.90% 517 2.20% 621 2.40%

Retail Trade 1,478 8.60% 2,722 11.40% 2,206 8.60%

Transporation and Warehousing 493 2.90% 245 1.00% 325 1.30%

Information 148 0.90% 352 1.50% 324 1.30%

Finance and Insurance 332 1.90% 235 1.00% 514 2.00%

Real Estate, Rental and Leasing 171 1.00% 262 1.10% 260 1.00%

Professional/Scientific/Technical Services 380 2.20% 910 3.80% 737 2.90%

Management of Companies and Enterprises 22 0.10% 53 0.20% 38 0.10%

Administration and Support/Waste

Management and Remedial Services

2,709 15.80% 1,969 8.20% 5,303 20.70%

Educational Services 3,531 20.50% 1,639 6.80% 1,540 6.00%

Healthcare and Social Assistance 1,056 6.10% 2,458 10.30% 1,545 6.00%

Arts, Entertainment and Recreation 52 0.30% 320 1.30% 72 0.30%

Accomodation and Food Services 1,010 5.90% 2,640 11.00% 1,239 4.80%

Other Services (except Public Administration) 187 1.10% 477 2.00% 299 1.20%

Public Administration 676 3.90% 2,246 9.40% 1,808 7.00%

Information Not Available 1,066 6.20% 2765 11.50% 1,231 4.80%

Source: ETA, Characteristics of the Unemployment Insurance Claimants, June 2014, 2018, and

2020.

iii. Education and Skill Levels of the Workforce

Provide an analysis of the educational and skill levels of the workforce.

According to estimates from the U.S. Census Bureau, there are around 2.39 million individuals

over the age of 25 in Puerto Rico, of which 46.1% are males and 53.8% are females. From these,

52.9% have a high school degree or less while the remaining 47.1% have some

college/associate degree, bachelor’s degree or higher. Approximately a third of the male

population has achieved 12th grade (no diploma) or less. However, almost 30% of women have

completed a bachelor’s degree or more compared to around 20% of men.

Table 41 - Percentage of population 25 years and over by sex and educational

attainment, 2017

Sex Population 25

years and over

Less than HS

graduate (%)

HS graduate

or GDE (%)

Some college or

associate’s degree

(%)

Bachelor's degree

or higher (%)

Male 1,102,958 27.7% 30.4% 21.7% 20.4%

Female 1,287,833 23.3% 25.2% 22.7% 28.9%

Total 2,390,791 25.3% 27.6% 22.2% 24.9%

Source: ACS 5-year estimates, 2017.

By educational level, unemployment is concentrated among those with a post-

secondary/technical/vocational preparation, while those with a bachelor’s degree and higher

have lower unemployment.

On the other hand, among those employed have a higher level of education. In other words, the

higher the level of education, the lower the probabilities of being unemployed.

Slightly below a third of the population over 25 lives in the following regions: Caguas-Guayama

(11.7%), San Juan (10.5%), and Manatí-Dorado (8.3%). The Noroeste region has the highest

percentage of individuals over 25 who have less than a high school diploma with 32.3% while

Sur Central has the highest population of high school graduates in all the regions with 34.9%. In

addition, Carolina, with 26.7%, has the largest percentage of individuals who have some college

or an associate degree and 35.5% of San Juan’s population has a bachelor’s degree or greater,

the highest one in all regions.

Table 42 - Percentage of population 25 years and over by local area and educational

attainment, 2017

Local Area Population 25

years and over

Less than HS

graduate (%)

HS graduate

or GDE (%)

Some college or

associate's degree

(%)

Bachelor's

degree or higher

(%)

Bayamón-

Comerío

146,279 21.8% 24.9% 26.4% 26.9%

Caguas-

Guayama

280,564 22.3% 28.6% 21.9% 27.1%

Carolina 113,117 16.7% 25.6% 26.7% 31.0%

Guaynabo-

Toa Baja

188,637 19.5% 23.5% 24.0% 33.1%

La Montaña 81,236 29.0% 30.8% 21.4% 18.8%

Manatí-

Dorado

197,903 30.0% 26.6% 23.2% 20.3%

Mayagüez-

Las Marías

58,490 30.4% 29.5% 17.2% 22.8%

Local Area Population 25

years and over

Less than HS

graduate (%)

HS graduate

or GDE (%)

Some college or

associate's degree

(%)

Bachelor's

degree or higher

(%)

Noreste 154,155 25.7% 33.2% 21.4% 19.7%

Noroeste 179,789 32.3% 27.5% 20.1% 20.2%

Norte Central 193,624 29.5% 27.5% 22.4% 20.6%

Ponce 101,170 23.8% 30.3% 19.8% 26.1%

San Juan 251,574 20.4% 21.5% 22.6% 35.5%

Sur Central 108,638 25.3% 34.9% 18.8% 21.0%

Sureste 162,313 27.3% 28.6% 24.2% 19.9%

Suroeste 173,302 30.4% 29.9% 18.5% 21.2%

Puerto Rico 2,390,791 25.3% 27.6% 22.2% 24.9%

Source: ACS 5-year estimates, 2017.

The relationship between the progression in educational attainment and poverty status is

telling in terms of gender. A significant improvement in poverty status is achieved by males from non-high school level to high school and successively when progressing onto

postsecondary and higher education levels. For females, the leap comes only after higher

education attainment when the drop-in poverty status magnifies in relation to just attaining

post-secondary education below a bachelor's degree. Nevertheless, still at this level males fare

better.

Table 43 - Poverty rate of population 25 years and over for whom poverty status is

determined by sex and educational attainment, 2017

Sex Population 25

years and over

Less than HS

graduate (%)

HS graduate

or GDE (%)

Some college or

associate's degree

(%)

Bachelor's degree

or higher (%)

Male 1,102,958 61.4% 41.0% 26.0% 11.9%

Female 1,287,833 63.8% 54.7% 41.6% 16.5%

Total 2,390,791 62.6% 47.8% 34.6% 14.8%

Source: ACS, 5-year estimates, 2017.

However, when assessing the estimates for median earnings by sex and education, one notes

that men earn more than women in all categories by education. This is particularly true for

higher education levels where women outnumber men. The salary difference between both

genders for “graduate or professional degrees” is $14,306 and $7,057 for “bachelor’s degree”.

Furthermore, the earnings gap narrows as the education level decreases and vice versa.

Table 44 - Median earnings ($) of population 25 years and over by sex and educational

attainment, 2017

Sex Population 25

and over

Less than HS

graduate

HS graduate

or GDE

Some college or

associate's degree

Bachelor's

degree

Graduate

degree

Female 18,435 8,563 11,967 15,740 22,384 31,424

Male 18,117 11,027 15,518 18,551 29,441 45,730

Total 18,282 10,116 14,489 17,035 24,330 35,433

Source: U.S. Census Bureau, 2017 American Community Survey 1-Year Estimates.

iv. Skill Gaps

Describe apparent “skill gaps”.

It is undeniable that the Puerto Rico labor market faces many difficulties caused by internal and

external factors. Low participation rate and high unemployment prove that labor supply and

demand do not match adequately. The government of Puerto Rico has important strategic

initiatives, including an aerospace cluster, science and technology clusters, international

insurance center, international financial center, Ponce’s Port of the Americas, and Act 20 for

service exports, among others. Such initiatives will demand jobs in certain industries and

occupations in the next years. These new jobs will require different education requirement and

skills.

According the PR Department of Labor projections. By year 2026, the occupations expected to

growth will demand 28,411 new jobs. Almost 36% of these new jobs will require high school

diploma or equivalent, 34% will require no formal education, and 15% will require a bachelor’s

degree.

Table 45 - Education requirement in growing occupations, 2016-2026

Education required for entry Projected employment increase

(2016-2026)

%

High school diploma or equivalent 10,309 36%

No formal educational credential 9,601 34%

Bachelor's degree 4,315 15%

Postsecondary non-degree award 2,259 8%

Doctoral or professional degree 915 3%

Associate degree 755 3%

Master's degree 240 1%

Some college, no degree 47 0%

Grand Total 28,441 100%

Source: PRDOLHR, Long-Term Projections, 2016-2026

Table 46 - Top 30 occupations by projected increase and postsecondary skills, 2016-

2026

#

SOC

Code

Occupation Typical education

needed for entry

Projected

employment

increase

(2016-2026)

1 35-

3021

Combined Food Preparation and

Serving Workers, Including Fast Food

No formal educational

credential

3,510

2 33-

9032

Security Guards High school diploma

or equivalent

1,902

3 37-

2011

Janitors and Cleaners, Except Maids and

Housekeeping Cleaners


credential

1,676

4 29-

2052

Pharmacy Technicians Postsecondary non-

degree award

1,278

5 35-

3031

Waiters and Waitresses No formal educational

credential

1,117

6 35-

2014

Cooks, Restaurant No formal educational

credential

939

7 43-

6013

Medical Secretaries High school diploma

or equivalent

789

8 43-

5081

Stock Clerks and Order Fillers High school diploma

or equivalent

658

9 41-

1011

First-Line Supervisors of Retail Sales

Workers

High school diploma

or equivalent

642

10 29-

1141

Registered Nurses Bachelor's degree 612

11 31-

1011

Home Health Aides High school diploma

or equivalent

526

12 41-

3021

Insurance Sales Agents High school diploma

or equivalent

494

13 11-

9051

Food Service Managers High school diploma

or equivalent

478

14 39-

9021

Personal Care Aides High school diploma

or equivalent

425

15 35-

3022

Counter Attendants, Cafeteria, Food

Concession, and Coffee Shop


credential

379

16 11-

3031

Financial Managers Bachelor's degree 369

17 35-

2021

Food Preparation Workers No formal educational

credential

364

#

SOC

Code

Occupation Typical education

needed for entry

Projected

employment

increase

(2016-2026)

18 53-

3022

Bus Drivers, School or Special Client High school diploma

or equivalent

354

19 31-

9091

Dental Assistants Postsecondary non-

degree award

346

20 11-

9199

Managers, All Other Bachelor's degree 327

21 43-

3021

Billing and Posting Clerks High school diploma

or equivalent

327

22 11-

1021

General and Operations Managers Bachelor's degree 320

23 51-

9199

Production Workers, All Other High school diploma

or equivalent

272

24 29-

1051

Pharmacists Doctoral or

professional degree

270

25 13-

1161

Market Research Analysts and

Marketing Specialists

Bachelor's degree 263

26 35-

1012

First-Line Supervisors of Food

Preparation and Serving Workers

High school diploma

or equivalent

249

27 43-

4051

Customer Service Representatives High school diploma

or equivalent

249

28 41-

9091

Door-to-Door Sales Workers, News and

Street Vendors, and Related Workers


credential

234

29 41-

1012

First-Line Supervisors of Non-Retail

Sales Workers

High school diploma

or equivalent

228

30 29-

2011

Medical and Clinical Laboratory

Technologists

Bachelor's degree 215

Source: PRDOLHR, Long-Term Projections, 2016-2026

2. WORKFORCE DEVELOPMENT, EDUCATION AND TRAINING ACTIVITIES ANALYSIS

A. The State’s Workforce Development Activities

The services provided to participants under WIOA are based on Puerto Rico's occupational

demand analysis. In the study of occupational demand, the most in-demand employment in the

labor market is considered. Therefore, the core programs of WIOA and other required partners

will focus on the development of activities according to those industrial sectors that are in high

demand in the market, taking into consideration the background and needs of the

participants. Understanding the dynamics of the market is an essential element of the

Workforce Development Program and the AJCs in making decisions about activities in the

coming years. For example, after Hurricanes Irma and Maria in 2017, most of the infrastructure

in Puerto Rico was devastated. In 2020, there was even an earthquake sequence that affected

the south part of the island's infrastructure. With the transfer of federal funds to Puerto Rico

and other economic injections, initiatives focused on the construction sector, renewable

electricity, among others, are being considered in the AJCs through WIOA partners.

The table below shows the services offered through the core WIOA programs. The industrial

sectors identified correspond to the analysis of occupational demand.

Table 47 A - Training programs for the development of Puerto Rico's workforce

Agency Program Population Services Industry Sectors

PRDEDC WIOA -

(Dislocated

Worker & Adult)

Persons ages 18

and older, with

priority for

veterans and

eligible spouses,

public assistance

recipients, other

low-income

individuals, and

individuals who

are basic skills

deficient

Credential

Preparation;

Workforce

Preparation;

Occupational Skills

Training; Case

Management; Job

Search and Job

Placement

Construction; Clerical

Services; Business

Administration;

Transportation, Health

Care; Retailing and Sales

operations; Quality

control Technology;

Education; Industrial

Mechanics and

Maintenance

Technology; Hospitality;

Insurance; Law and

security; Marketing;

Others.

PRDEDC WIOA – (Youth) WIOA-eligible

youth: in-school

youth ages 14- 21

and out-of- school

youth ages 16-24

Project-based

learning; Internship

experiences;

vocational skills

training; career

counseling;

occupational skills

training; work-based

trainings; among

others.

Hospitality;

Construction, Retailing

and Sales operation;

Clerical Services;

Transportation;

Marketing; Others.

PRDE Adult Education

and Family

Literacy

Persons ages 18

and older who

have basic skills

deficiencies

Case management;

occupational skills

training; workforce

preparation; Post-

secondary education;

credential

preparation; Job-

readiness, among others.

Construction, Retailing

and Sales operation;

Clerical Services;

Transportation, Others

non-degree disciplines.

PRDE Carl D. Perkins

Career and

Secondary school-

age youth and

adults

Case Management;

Unsubsidized Work

Experience; Post-

Secondary Education;

Industries with high

market demand


Technical

Education Act

Credential

Preparation;

Workforce Training;

Job- Workforce

Preparation;

Occupational Skills

Training; Job Search

and Job Placement.

PRDOLHR Wagner-Peyser

/ Employment

Service Program

Jobseekers and

employers

Labor market

information; job

search assistance;

referral; job

placement assistance; re-employment

services;

unemployment

insurance claimants;

among others.

Any

PRDOLHR Unemployment

Insurance (UI)

Unemployed

persons

Refer to the programs

available at the AJCs.

Any

PRDOLHR Senior

Community

Service

Employment

Program

(SCSEP)

Adults ages 50

and older

Case Management; Job

Search and Job

Placement; Workforce

Preparation;

Subsidized Work-

based training;

Credential

Preparation;

Occupational Skills

Training.


market demand

PRDOLHR Jobs for

Veterans State

Grants (JVSG)

Veterans and

eligible persons

with significant

barriers to

employment

Case Management; Job

Search and Job

Placement; Workforce

Preparation;

Subsidized Work-

based training;

Veteran Credential;

Occupational Skills

Training; Priority

Services.


market demand

Job Corps Employment

and Training

Programs

Youth ages 16 - 24 Occupational training;

High School / GED

completion; Career

Counseling; Job

Search; Supportive


Services; Business

Administration;

Transportation, Health

Care; Retailing and Sales


Services (housing,

childcare,

transportation).

operations; Quality

control Technology;


Mechanics and

Maintenance


Insurance; Law and


Others.

PRVRA Vocational

Rehabilitation

Individuals with

disabilities

Credential

Preparation;

Occupational Skills

Training


Services; Business

Administration;

Transportation, Health Care; Retailing and Sales

operations; Quality

control Technology;


Mechanics and

Maintenance


Insurance; Law and


Others.

Pathstone Youth Build

Pathstone Migrant and

Seasonal

Farmworker

Program

The Career demand in Puerto Rico was calculated with annual graduates, total employment, and

job openings in each Instructional Program (CIP CODE). The separation rates were calculated by

adding the projected growth with the labor force exits and occupational transfers and dividing

by the total employment of that occupation. We were using the separation rate obtained from

the estimates we calculated the Job Openings by multiplying the separation rate with the

employment in that Instructional Program. Then, the instructional program's career demand

was calculated by subtracting the job openings with the annual graduates.

The estimates presented were prepared using data from the Bureau of Labor Statistics (BLS),

the National Center for Education Statistics (NCES), and Puerto Rico's Department of Labor and

Human Resources (PRDLHR). The specific data sets used from each source were: BLS with the Occupational Employment Statistics (OES) survey, from the NCES we used Integrated

Postsecondary Education Data System (IPEDS) data set, and from PRDLHR we use the

Occupational Employment Projections 2016-2016.

The specific data used from the OES Survey were the Employment per Occupation in Puerto

Rico. The Annual Average Graduates were obtained from the IPEDS data set from years 2011 to

2018. The Crosswalk used for converting from Occupations to Careers was made by BLS and

NCES using the 2010 CIP CODES and 2010 SOC CODES. Finally, from the PRDLHR, the annual job

openings were used to calculate the attrition rates from each occupation.

Table 47 B. Comparison of Graduations versus Job Openings in Most Demanded

Instructional Programs

Instructional Program Description CIP

CODE

Annual

Graduates

Total

Employment

2018

Job

Openings

Demand by

Instructional

Program

Other Non-degree disciplines 99.9999 - 328,103 36,091 36,091

General Office Occupations and

Clerical Services

52.0408 55 23,512 2,318 2,263

Truck and Bus Driver/Commercial

Vehicle Operator and Instructor

49.0205 - 15,914 1,683 1,683

Receptionist 52.0406 - 10,540 1,344 1,344

Executive Assistant/Executive

Secretary

52.0402 219 13,627 1,282 1,063

Customer Service Support/Call

Center/Teleservice Operation

52.0411 - 7,526 954 954

Accounting


and Bookkeeping

52.0302 51 9,370 999 948

Home Health Aide/Home

Attendant

51.2602 63 7,298 958 895

Building/Property Maintenance 46.0401 19 9,180 913 893

Office Management and

Supervision

52.0204 233 11,246 1,064 831

Administrative Assistant and

Secretarial Science, General

52.0401 573 14,846 1,397 823

Sales, Distribution, and Marketing

Operations, General

52.1801 6 7,305 740 734

Teacher Assistant/Aide 13.1501 235 9,565 928 693

Banking and Financial Support

Services

52.0803 163 7,850 763 600

Criminalistics and Criminal

Science

43.0111 102 10,485 675 573

Selling Skills and Sales Operations 52.1804 - 4,823 546 546

Operations Management and

Supervision

52.0205 33 6,223 490 458

Instructional Program Description CIP

CODE

Annual

Graduates

Total

Employment

2018

Job

Openings

Demand by

Instructional

Program

Retailing and Retail Operations 52.1803 - 3,278 433 433

Quality Control


15.0702 11 3,518 387 376

Medical Office

Management/Administration

51.0705 9 3,980 376 368

General Merchandising, Sales, and

Related Marketing Operations,

Other

52.1899 1 3,647 364 362

Finance, General 52.0801 278 7,936 627 348

Teacher Education, Multiple

Levels

13.1206 111 6,970 459 348

Industrial Mechanics and

Maintenance Technology

47.0303 26 3,493 350 324

Construction/Heavy

Equipment/Earthmoving

Equipment Operation

49.0202 - 3,168 317 317

Insurance 52.1701 2 3,493 296 294

Other Academic Programs 56,218 297,638 25,688 (30,530)

Total 58,450 844,474 83,491 25,042

Source: Estudios Técnicos, Inc.

The Non-degree disciplines are presented as the group with the highest demand mainly because

they do not correspond with any instructional program. This group includes occupations that

generally do not require a degree, such as retail salesperson, janitor, cashiers, and security

guards.

Instructional programs related to administrative assistance and office aid predominate among

the highest demanded. These programs are complementary between each other and respond to

high turnovers in a large sector. In addition to being part of these results, Office and

Administrative Support occupations were projected to have the largest demand in the latest PR

Long Term Occupational Employment projections.

Additional important programs with high demand are Home Health Aid and Customer Service

Support. Both programs are in have been in demand in recent years. Given the aging population

in Puerto Rico, home health aids are becoming an alternative for persons with preexisting

conditions. They provide a service that is essential for patients that may have mobility issues

and want to remain living on their own. On the other hand, customer service support offices, or

call centers, have been steadily growing in the island. These call centers mainly require a

bilingual training in their candidates and provide services to companies ranging from

telecommunications providers and banks, to fine jewelry.

The JVSG Program plays a very important role in providing access to veterans with significant

barriers to employment, their spouses and other eligible, to the wide range of training and

employment opportunities mentioned above as this population has priority of service. In terms

of access to training and employment opportunities, DVOP staff provide veterans with access to

the abovementioned occupations in demand and to other services expected to be generated

through the applicability of the “priority of service” through the provision of individualized

career services that allow the veteran to meet his / her employment goal.

On the other hand, LVER staff is key to providing veterans with the necessary access to

employers. For this, the LVER staff will be focused on contacting employers who are looking for

workers in those occupations whose supply is greater than the demand, allowing the ES staff

and other partners in the AJCs to develop marketing strategies and “outreach” activities that

promote the employment of veterans. The LVER may also focus on selectively promoting to

employers (Job Development) those veterans determined as “job ready” after having received

individualized career services from the DVOP, WP staff and other AJC partners.

Methodology

The Career demand in Puerto Rico was calculated with the combination of annual graduates,

total employment, and job openings in each Instructional Program (CIPCODE). The separation

rates were calculated by adding the projected growth with the labor force exits and

occupational transfers and dividing by the total employment of that occupation. Using the

separation rate obtained from the estimates we calculated the Job Openings by multiplying the

separation rate with the Employment in that Instructional Program. Then the career demand

by instructional program was calculated by subtracting the job openings with the annual

graduates.

The estimates presented were prepared using data from the Bureau of Labor Statistics (BLS),

National Center for Education Statistics (NCES), and Puerto Rico’s Department of Labor and

Human Resources (PRDLHR). The specific data sets used from each source were: BLS with the

Occupational Employment Statistics (OES) survey, from the NCES we used Integrated

Postsecondary Education Data System (IPEDS) data set, and from PRDLHR we use the

Occupational Employment Projections 2016-2016.

The specific data used from the OES Survey were the Employment per Occupation in Puerto

Rico. The Annual Average Graduates were obtained from the IPEDS data set from years 2011 to

2018. The Crosswalk used for converting from Occupations to Careers was made by BLS and

NCES using the 2010 CIPCODES and 2010 SOC CODES. Finally, from the PRDLHR the annual job

openings were used to calculate the attrition rates from each occupation.

B. The Strengths and Weaknesses of Workforce Development Activities

Provide an analysis of the strengths and weaknesses of the workforce development activities.

Strengths

• While it posed immediate organizational challenges, the reorganization mandated by Act 171-2014, which transferred the Workforce Development Program from the

PRDOLHR to the PRDEDC, has facilitated the integration of workforce and economic

development activities required under WIOA. Significant opportunities arise by sharing

the PRDEDC's resources available through the following units: Federal Contracting

Center, One-Stop entrepreneur support network managed by the Commerce and

Exports Corporation, Office of Industrial Tax Incentives, Youth Development Program,

EB-5 Government's Regional Center, among other.

• As discussed in the previous section, although there are still voids in the system, the

extent and number of programs provide many accessible opportunities for jobseekers

and employers alike to find services, subsidies and support.

• Important strides have been made regarding long-standing problems that affected the

public secondary education system, especially in measuring dropout rates and increased

compliance with IDEA indicators. Also, the fact that the public education system is

managed as an integrated statewide LEA works towards facilitating policy and program

implementation, data integration and the measurement of outcomes.

• The size of the population served and the impact of transfer payments on the economic conditions of those enrolled on sizable federal assistance programs (NAP, HUD, among

other) that include a workforce component, represent an opportunity to increase

education, training and work experience for a high number of individuals.

• Core programs are supported by the availability of many training and service providers and qualified personnel, especially to provide services to target populations, including

persons with disabilities.

Weaknesses

• The Government has overtly relied on non-competitive formula funds, thus missing on opportunities to strengthen the workforce system.

• A participant data management system in compliance with the Participant Record Individual Layout (PIRL) is still in the implementation phase at the American Job

Centers. This situation has put the DEDC in the position of requesting flexibility from

DOL to submit the performance reports from PY 2018 onwards, on April 15, 2020. No

efficiency has been demonstrated in the performance levels of the local workforce areas.

The reorganization of the local workforce areas in Puerto Rico is under consideration.

• Due to the fact that PR has not been able to submit performance reports for the past few years, many decisions about system reorganization have not yet been made

• A silo-approach in managing government programs might have led to a diminish ability

for leveraging program opportunities. More lateral redirecting among programs must be

enabled through the appropriate structuring and maintenance of MOU's to strengthen

coordination between core and required programs, local boards and operators in order

to maximize resources and exchange referrals.

• The silo-approach might have also led to piecemeal communication and marketing of

the services being offered throughout the workforce system to potential businesses

customers and jobseekers alike, particularly when it comes to serving individuals facing

barriers to employment.

• Efforts to braid and mutually leverage funding streams must be strengthened, which involves enhancing the advisory function and the provision of accurate, prompt and

complete data to policy and lawmakers alike.

• Information products are needed to assess specific aspects of the workforce system including disaggregated data to ascertain services to individuals facing barriers to

employment; real-time supply and demand dynamics in the labor market; or

information to characterize underemployment, self-employment and the impact of the

informal sector on the labor market. A data integration roadmap for the entire system is

critical.

• Policies must be devised to tackle gender-skewed outcomes in post-secondary

education and the labor market.

• The fiscal impairment of the public sector as a major employer and provider of funding

for workforce activities poses a significant challenge to the effectiveness and

performance of the entire system.

C. State Workforce Development Capacity

Provide an analysis of the capacity of State entities to provide the workforce development

activities.

Puerto Rico has the capacity to provide the services required for workforce development, as is

required by WIOA.

Puerto Rico has one of the highest university densities in the world. The island’s gross

enrollment ratio in post-secondary institution (84%) is on top of 97% of the countries in the

world, according to the World Bank.

However, since 2014 the post-secondary enrollment, in absolute numbers, has been a

decreasing, due to young population decline. This reduction has left institutions with

underutilized facilities that are still furnished to provide traditional educational services.

Specifically, these institutions, given the appropriate resources, have the physical equipment

and campus area to provide training for at least 32,000 students. This amount results from the

difference between the total enrollment in post-secondary institutions from 2014 and 2018

which are the year with the highest recent enrollment and the most recent year, respectively.

Table 48 - Post-secondary Institution Enrollment

Year Post-secondary Institution Enrollment

2014 260,492

2018 228,030

Vacant spaces 32,462

Source: IPEDS Data (2020)

In addition to the unused area in post-secondary institutions, the Public Building Authority

(AEP) has vacant space available under its management. According to the latest available

information, the AEP oversees more than 600 buildings with an approximate rentable area of

31.3 million square feet. Out of these 600 buildings, more than 200 are vacant grade school

campuses. These schools can also be used to provide training in local communities. Using these

vacant schools can increase WIOA’s impact in harder to reach communities. Most of the

programs’ clientele have low mobility and can benefit from receiving training at more locally

accessible facilities.

B. STATE STRATEGIC VISION AND GOALS

1. Vision

Describe the State’s strategic vision for its workforce development system.

Puerto Rico's workforce development system and its network of American Job Centers, succeed

at being the service of choice to meet the needs of industries, businesses, employers and job

seekers, and at expanding access to education, training and employment opportunities for

adults, youth, dislocated workers, people with disabilities and individuals facing barriers to

employment, including veterans, thus contributing to further our economic development.

2. Goals

Describe the goals for achieving this vision based on the analysis in (a) above of the State’s

economic conditions, workforce, and workforce development activities.

Puerto Rico's workforce development system has developed seven goals to achieve the state's

vision for workforce system as part of its strategic plan, each of which will employ several

strategies. These goals are defined at the workforce system level and address both (a)

preparation and education needed to develop an educated and skilled workforce, including

preparing youth and individuals with barriers to employment and other population and (b) the

goals for meeting the skilled workforce needs of employers.

1. Develop a productive partnership with employers, the educational system, workforce

development partners, and community-based organizations to deliver a platform that

will prepare a skilled workforce for existing and new employers.

2. Increase awareness, participation, and utilization of the workforce development system

by employers and job seekers

3. Increase access to and opportunities for employment, education, training and support

services for individuals with barriers to employment, including veterans.

4. Facilitating a framework for planning, developing, and governing a job-driven system by

employers and job seekers.

5. Maintain the American Job Center system physically and programmatically accessible

throughout, for both job seekers and employers to enhance service delivery and meet

their occupational education and employment needs.

6. Enhance performance through improved data integration, enhanced outcome metrics,

system access, alignment, integration, and modernization, across the workforce

development system, including required and non-required partners.

7. Prepare Puerto Rican workers, including adults, youths, veterans, and people with

barriers to employment, to succeed in a highly competitive job market by increasing

their skills and educational attainment through WIOA programs. Under current

regulations, the WDP is developing a policy to define the priority of services under

WIOA.

3. Performance Goals

Under section 116(b)(2)(A) of WIOA, there are six primary performance indicators for its core

programs. Performance measures are calculated using the following methodology:

Employment Rate – 2nd Quarter After Exit: The percentage of participants who are in

unsubsidized employment during the fourth quarter after exit from the program. For Youth, the

indicator is the percentage of participants in education or training activities, or unsubsidized

employment during the second quarter after exit.

Employment Rate – 4th Quarter After Exit: The percentage of participants who are in

unsubsidized employment during the fourth quarter after exit from the program. For Youth, the

indicator is the percentage of participants in education or training activities, or unsubsidized

employment during the fourth quarter after exit.

Median Earnings – 2nd Quarter After Exit: The median earnings of participants who are in

unsubsidized employment during the second quarter after exit from the program.

Credential Attainment: The percentage of participants who obtained a recognized post-

secondary credential or a secondary school diploma, or its recognized equivalent, during

participation in or within one year of exit from the program.

Measurable Skill Gains: The percentage of participants who, during a program year, are in an

education or training program that leads to a recognized post-secondary credential or

employment and who are achieving measurable skill gains, which are defined as documented

academic, technical, occupational, or other forms of progress toward such a credential or

employment.

Effectiveness in Serving Employers: Measures the Puerto Rico workforce systems effectiveness

in serving employers by assessing the employee retention, employer penetration and repeat

business customer rates.

As show, in the tables below provide the anticipated levels of performance for Title I, Title II,

Title III and Title IV programs. At this time, program year goals for PY 2020 and PY 2021 have

not yet been negotiated.

Table 49 - Performance Goals for the Title I – Adult Program

Program Year

2020

Program Year

2021

WIOA Adults Expected

Level

Negotiated

Level

Expected

Level

Negotiated

Level

Employment (Second Quarter

after Exit)

40.0% 60.0% 41.0% 62.0%

Employment (Fourth Quarter

after Exit)

36.0% 45.0% 37.0% 47.0%

Median Earnings $ 2,880.00 $ 2,880.00 $ 2,980.00 $ 2,980.00

Credential Attainment Rate 46.0% 46.0% 47.0% 47.0%

Measurable Skill Gains 24.0% 24.0% 25.0% 25.0%

Table 50 - Performance Goals for the Title I – Dislocated Worker Program

Program Year

2020

Program Year

2021

WIOA Dislocated Workers Expected Level Negotiated

Level

Expected

Level

Negotiated

Level

Employment (Second

Quarter after Exit)

50.0% 62.0% 51.0% 64.0%

Program Year

2020

Program Year

2021


after Exit)

35.0% 48.0% 36.0% 50.0%

Median Earnings $ 3,444.00 $ 3,444.00 $ 3,544.00 $ 3,544.00

Credential Attainment Rate 50.0% 50.0% 51.0% 51.0%


Table 51 - Performance Goals for the Title I – Youth Program

WIOA Youth Expected

Level

Negotiated

Level

Expected

Level

Negotiated

Level

Employment (Second Quarter

after Exit)

40.0% 42.0% 41.0% 44.0%


after Exit)

36.0% 42.0% 37.0% 44.0%

Median Earnings $ 2,880.00 Accept $ 2,980.00 Accept

Credential Attainment Rate 46.0% Accept 47.0% Accept

Measurable Skill Gains 29.1% Accept 30.1% Accept

Table 52 - Performance Goals for the Title II – Adult Education Program

Title II - Adult

Education Program

Program Year

2020

Program Year

2021

Expected

Level

Negotiated Level Expected

Level

Negotiated

Level

Employment (Second

Quarter after Exit)

11.70% 11.70% 12.0% 12.0%

Employment (Fourth

Quarter after Exit)

16.7% 16.7% 17.0% 17.0%

Median Earnings (Second

Quarter after Exit)

$3,301.00 $3,301.00 $3,301.00 $3,301.00

Credential Attainment Rate 13.60% 13.60% 14% 14%

Measurable Skills Gains 60.2% 60.2% 60.8% 60.8%

Table 53 - Performance Goals for the Title III – Wagner-Peyser Program

Title III - Wagner-

Peyser Program

Program Year

2020

Program Year

2021

Expected

Level


Level

Negotiated

Level

Employment (Second

Quarter after Exit)

59.5 59.5 59.5 59.5

Employment (Fourth

Quarter after Exit)

59.5 59.5 59.5 59.5


Quarter after Exit)

$5,300 $5,300 $5,300 $5,300

According to TEGL 10-19, the states are not required to submit an expected level of

performance for the Effectiveness in Serving Employers indicator for PY 2020 and PY

2021. However, core programs are expected to collect data and report on this indicator for PY

2020 and PY2021. The indicator for this performance goal is going to be discussed between core

partners before FY2020.

Table 54 - Performance Goals for Effectiveness in Serving Employers

Effectiveness in Serving

Employers

Program Year

2020

Program Year

2021

Expected

Level


Level

Negotiated

Level

Retention with Same

Employer

Repeat Business

Customer Rate

Employer Penetration

Rate

4. Assessment

The PRDEDC is responsible for evaluating the effectiveness of the state’s workforce

development system. The State’s performance report is in accordance with the Sec. 116(d)(2) of

WIOA. Performance reporting will comply with the requirements set forth in 20 CFR Sec.

677.160 of the proposed rule including, as might be applicable to each core program:

• A state performance report on program levels achieved with respect to number of participants served;

• Total number of participants who exited each of the core programs, including disaggregated counts of those who participated in and exited a core program by

individuals with barriers to employment;

• Demographics;

• Total number of participants and program exiters who received career and training services for the most recent program year and the three preceding program years;

• Levels achieved for the primary indicators for career and training services for the most recent program year and the 3 preceding program years;

• Percentage of participants in a program who obtained unsubsidized employment related to the training received through Title I–B programs;

• Amount of funds spent on each type of career and training service for the most recent

program year and the 3 preceding program years;

• Average cost per participant for those participants who received career and training

services, respectively, during the most recent program year and the 3 preceding

program years;

• Percentage of a State’s annual allotment spent on administrative costs; and

• Any other information that facilitates comparisons of programs with programs in other States.

The State Board and core programs will enforce the incorporation of assessment protocols

leading to improvement through the selection and certification processes of local boards,

operators and providers. Measurement mechanisms will be devised to account for outcomes

resulting from the implementation of sector strategies and career pathways.

C. STATE STRATEGY

As shown ahead, the strategic plan of the Puerto Rico workforce system establishes the

strategies necessary for achieving each of the six goals proposed in the strategic plan. The

strategies are focused on the following areas: economic development, skills and educational

attainment, innovation and governance, service integration and system alignment.

Table 55 - Alignment of goals with the strategic plan of P.R. workforce system

Goal 1: Partnership with Workforce System

a. Expand employer partnerships through the support of industry engagement.

b. Identify and promote best practices (private and public) for developing and sustaining

partnerships.

c. Improve communication/participation between education entities, local and state boards,

government agencies, community-based organizations, and employers.

d. Increase the utilization of Registered Apprenticeship programs as viable talent

development opportunities.

e. Increase connections with employers and Vocational Rehabilitation agencies to provide

support and employment for youth and adults with disabilities.


f. Partner with K-12 education, higher education, career and technical education, and adult

education to provide consistent rules and eliminate barriers to implementing training

programs around the State.

g. Expand small business participation.

Goal 2: Increase participation of the Workforce System

a. Change employer and jobseeker perceptions of the workforce development system.

b. Develop an image-building outreach campaign that educates citizens about the services and

the career development opportunities available in the State.

c. Utilize technology, including social media and search engine optimization, to better connect

jobseekers and employers with the talent development system in Puerto Rico.

d. Cross train the AJCs staff including partners. Train staff who serve employers in sales,

service, and skills needed to improve service to business.

Goal 3: Framework for a job-driven system

a. Conduct regular research on trends and changes in the employment industry.

b. Provide training and capacity building to stakeholders focusing on the sector strategies

implementation framework, effective industry analysis, employer engagement, partnership

building, and design of career pathways and industry-relevant training programs, among other

topics.

c. Develop metrics and required evaluation tools, reports and dissemination mechanisms to

track outcomes for regional sector strategies and career pathways.

d. Convene a working group integrated by representatives of key existing and emerging

industries, leadership from public systems such as workforce, higher education, economic

development and employment support services, and policymakers to assist the State Board in

developing support for sector strategies and career pathways.

e. Directly engage industry associations and individual companies with a large presence in

Puerto Rico that might have an interest in investing in sector strategies to work directly with

regional and local partnerships, including devising relevant data and labor market information

products.

f. Identify opportunities to further academic research on conditions, approaches and

prospects of the workforce development system.

g. Adopt a common framework to advance the adoption of regional plans by the local boards,

program leaders, and elected officials that optimizes program integration and supports the

implementation of sector strategies and career pathways.

Goal 4: American Job Centers

a. Develop an integrated data system that will enable the sharing of information between

partner agencies to more efficiently service both employers and jobseekers.

b. Promote training that leads to industry recognized credentials and certification.


c. Support career pathways development and sector strategy initiatives as a way to meet

business and industry needs.

d. Expand service delivery access points by the use of virtual services.

e. Develop a common business outreach strategy with a common message that will be utilized

by all workforce system partners.

f. Direct the State entities to acknowledge the American Job Center network as the main

option to access comprehensive workforce development services.

g. Develop a uniform website for all local areas in Puerto Rico.

h. Create a common workforce system identity, branding and messaging that lend support in

marketing the system to those customers that ordinarily use the system, as well as to atypical

customers like the highly-skilled job seeker, thus reinforcing the system's ability to attract a

wider array of employers.

i. Establish a dedicated business service to tend the specific needs of SMBs/SMEs and

promote the use of One Stop facilities and/or staff to employers who might need it for

prescreening, interviewing or other allowable activities.

j. Coordinate marketing strategies so that the community can know about the program's

services.

k. Identify other providers for areas were services are not available.

Goal 5: Enhance performance through improved data integration, system access, alignment and

modernization

a. Assess the efficiency of the workforce development system.

b. Share labor market data across workforce partners to ensure the same data informs

multiple partners on training decisions and encourage further dissemination of this

information to uncover other areas where it might be useful.

c. Align performance and financial reporting systems locally and statewide to better allocate

funding, improve accountability, and address systemic issues

d. Enhance customer service by creating common standards and systems across all workforce

entities and reducing regulatory barriers.

e. Develop effective mechanisms to communicate and share performance information to

System stakeholders to be used for continuous improvement.

f. Create interagency agreements with required and non-required partners to promote co-

enrollment, align workforce development activities and improve data sharing.

g. Measure and report on the effectiveness of the workforce development system including

the usage and quality of services.

h. Ensure all elements of the System have built-in feedback mechanisms, such as surveys and

roundtables.


i. Monitor progress in, and partner with, other states to share resources in creating the most

impactful programs

Goal 6: Increasing Skills and Education Attainment

a. Prioritize services and coordination across core and partner programs to expand education,

work experience and employment outcomes for out-of-school youth.

b. Actively promote pre-employment transition services to youth with disabilities.

c. Expand early exposure of in-school youth to the range of career and higher education

opportunities available through the workforce system.

d. Continue providing the College Board exam free of charge to all students enrolled in the

public system taking it in 11th and 12th grades.

III. OPERATIONAL PLANNING ELEMENTS

A. STATE STRATEGY IMPLEMENTATION

1. STATE BOARD FUNCTIONS

State Board Operational Structures and Processes

The State Board was locally enabled under Act 171-2014 and OE-2014-064 to promote

comprehensive planning and coordination of employment and training programs in the State.

The PRDEDC has been directed to provide support to the board through the its Workforce

Development Program, which also administers Title I of WIOA and the TAA. The Board has

planning, and coordination responsibilities related to the federal support received through

WIOA and other programs with workforce development efforts.

The development of the plan is a task that the State Board accomplishes with the collaboration

of the interagency committee integrated by WIOA core programs in a year-round working

agenda. The role and responsibilities of the State Board are defined by WIOA, local statute and

its internal regulations. The latter establishes subcommittees and working groups in connection

with technical and particular issues. Among these: Strategic Planning and Budget Committee;

Private Sector Liaising Committee; Evaluation, Monitoring and Auditing Committee;

Entrepreneurship Committee; Continued Improvement Committee; and the Executive

Committee.

Functions

The State Board is also responsible for assisting the Governor with additional functions

designated by WIOA. These include:

• Developing and implementing the State Unified Plan and performance measures;

• Developing/expanding strategies for partnership in in-demand sector and occupations;

• Developing and aligning policies;

• Developing and continuously improving the one stop delivery system; and

• Developing policies and guidance on one stop partner role and resource contribution.

2. IMPLEMENTATION OF STATE STRATEGY

A. CORE PROGRAM ACTIVITIES TO IMPLEMENT THE STATE’S STRATEGY

Integration of resources is accomplished through the regular sharing of information among the

network of Core Partners and other providers. At the local level, State staff have been

sponsoring meetings with local area Core Partners, educational institutions, and TANF staff to

discuss their resources, target groups, and services.

Local areas are intended to continue the discussions and build upon the relationships initiated.

At the LWDBs and their AJCs, the AJC certification policy requires that core and mandatory

partners regularly provide cross-training on partner programs, implement cross-functional

teams, are familiar with eligibility requirements for all programs, establish co-enrollment

practices, and establish procedures for referrals.

Table 56 - Core Program Activities to Implement the State’s Strategy

Core Program Program Activities to Implement the State’s Strategy

WIOA Title I

1. All MOUs will be reviewed.

2. An analysis will be conducted to define the new regions of Workforce

Development System in Puerto Rico.

3. Expand the Registered Apprenticeship program in Puerto Rico.

4. Puerto Rico Workforce System Brand Analysis.

5. Develop and implement state policies to improve operational

processes under WIOA.

WIOA Title II

1. Partnership with the Career and Technical Education area.

2. Partnership with public and not for profit private institutions to foster

new initiatives in integrated education and training.

3. Implementation of online professional development for teachers.

4. A pilot Project with (I-BEST) strategy for credentials.

5. Collaboration with other core programs and partner’s agencies.

6. The DEPR-AEP will update and expand the implementation of the

Career Pathways system.

7. Update the Implementation effort of the College and Career Readiness

Standards (CCR Standards).

8. The DEPR-AEP will foster the development and implementation of

technology applications, translation technology, distance education,

including professional development to support the use of instructional

technology.

9. Incorporation of Internet service technology into adult education

classrooms.

10. Preparing and setting interactive classrooms in the instruction centers

11. Provision of portable notebooks in classrooms.


12. Incorporating online public domain and subscription-based search

platform in the interactive classrooms.

13. Development of a distance education program

Technical assistance mentoring program for service providers.

Wagner-

Peyser Act

1. Provide technical assistance to WP staff to strengthen strategies to

respond to the new challenges and demands of the labor market in the

AJCs.

2. Provide the competencies and skills necessary to the WP staff to

understand the important role that technology plays in provision of

career services to job seekers today.

Rehabilitation

Act

1. Offering technical assistance to employers, as required, to promote

extended support options through orientation activities to employees /

coworkers interested in collaborating with the process and identifying

resources available in the workplace and community.

2. Continue the dissemination of the services in radio and television

programs to increase the number of participants in the AJCs.

3. Collaboration with the community rehabilitation programs (PRC), if

required, in efforts to prepare and submit proposals for the provision

of extended services to other sources of available funds.

4. Identification and communication of needs concerning the recruitment,

reclassification, training or any other requirement related to human

resources.

5. Coordination of staff training activities with universities and other

institutions preparing professionals related to the rehabilitation field.

6. Offering of advice and support on issues concerning the best use of

human resources, particularly those assigned to the provision of direct

services to meet the needs of the consumers.

7. Planning and provision of human resources (involves the analysis;

design; establishment and elimination of positions; selection and

recruitment; and the implementation of a system of personnel

evaluation);

8. Forecasting of human resources needs (within a period of 1 to 5 years),

by number and type of employee, emphasizing on the personnel that

offers direct services to people with disabilities.

9. Provision of training and promotion of staff development.

10. Establishment of objectives and training activities to be offered to staff

in order to comply with programmatic/administrative commitments of

the agency.


11. Coordinate the participation of ARV staff in the American Job Centers

(AJC), to properly channel the needs of those with disabilities who

request information and/or services in such centers.

12. Identify possible referrals to the services of the ARV.

13. Provide the AJC staff with guidance on various topics of interest that

are requested related to people with disabilities.

14. Actively participate in job fairs coordinated by the AJC.

15. Exchange of employment networks / employers.

16. Expansion of the provision of services to people with disabilities due to

traffic accidents, through a collaboration agreement with the

Automobile Accident Compensation Administration.

17. Expansion of the availability of information resources or training for

new recruitment staff through the agency's internal page (intranet).

18. Continued with the use of remote interpretation video technology for

deaf people.

19. Continued funding from CERPR and CEVI to assist and support their

operations, as well as jointly develop with the ARV, better employment

and independent living opportunities for our applicants / consumers.

20. Continuation with the financing of the SRC and the SILC to assist and

support their operations as well as to develop, together with the

PRVRA, better employment opportunities and independent living for

our applicants/consumers.

21. Continuation with the use of the video remote interpretation

technology for the deaf persons.

22. Expansion of the availability of the training resources to the newly

recruited staff (e.g. modules), through access to the internal Web page

of the agency (Intranet).

23. Expansion of the provision of the services to the blind persons, with

intellectual deficit and other disabilities, through training and

employment to the Puerto Rico Industries for the Blind Company.

B. ALIGNMENT WITH ACTIVITIES OUTSIDE THE PLAN

The American Job Centers in Puerto Rico have been strategically located in their respective local

areas to ensure accessibility to programs and services. According to the "Guía del Programa

para Adultos, Trabajadores Desplazados y Jóvenes", the staff will be trained to provide

information to customers about the programs, services, and activities available through partner

programs. The activities listed in Section A were planned with the entire workforce

development component of Puerto Rico. The strategic plan provides the framework for all

workforce system, including but not limited to WIOA core programs.

Job Corps

As with all required partners, the local boards are coordinating with Job Corps Program for

delivery of its service through the development of a MOUs entered into between the Local

Workforce Development Boards, the Chief Elected Officials and Jobs Corps.

Youthbuild

Pathstone is the local operator of Youthbuild and we are currently working in the process to

complete the MOUs with each local board.

Migrant and Seasonal Farmworkers Program

The MOU between PRDOLHR and PathStone will facilitate the provision of educational services

to MSFWs. PathStone provides education and information to agricultural workers on farms and

camps and, in some locations. Through the Outreach Program, the PRDOLHR will leverage

resources with PathStone to increase the number of MSFWs enrolled in educational services.

Activities authorized under title V of the Older Americans Act of 1965 (42 U.S.C. 3056 et

seq.)

The Senior Community Service Employment Program (SCSEP) is funded under Title V of the

Older Americans Act Amendments of 2006, Public Law 109-365. The purposes of the SCSEP are

to foster individual economic self-sufficiency and promote useful opportunities in community

service activities, which include community service employment for unemployed low-income

persons who are age 55 or older, particularly persons who have poor employment prospects,

and to increase the number of persons who may enjoy the benefits of unsubsidized employment

in both the public and private sectors. We are currently working to ensure that all Local Boards

have their agreements with their corresponding SCSEP operator. In Puerto Rico, the PRDOLHR,

AARP, and Pathstone, Inc. are the SCSEP grantees.

Career and technical education programs at the postsecondary level authorized under

the Act of 2006 (20 U.S.C. 2301 et seq.)

The Puerto Rico State Board of Career and Technical Education is the entity responsible for the

implementation of the Carl D. Perkins Career and Technical Education Act. The Puerto Rico

Department of Education is the state agency responsible for administering the program and

oversees CTE in the public-school system at both secondary and postsecondary levels.

Consistent with the conditions set forth in an MOU, information regarding postsecondary course

offerings and activities are available to individuals at all One-Stop career centers and the

Department collaborates with local boards throughout Puerto Rico to help ensure a

comprehensive workforce preparation system. A PRDE representative from the regional level

sits on every local board and acts as the PRDE one-stop coordinator.

Under WIOA, the program seeks to support the system through partnerships with industry,

updating of curriculum, development of career pathways to address workforce needs,

articulation agreements with post-secondary education programs (as Puerto Rico Technological

Institute (ITPR) and the University of Puerto Rico(UPR)), recruitment and training of qualified

CTE teachers, teacher externships, and ongoing professional development opportunities. WIOA

emphasizes greater coordination between workforce development and CTE through aligned

definitions, the requirement that postsecondary CTE be a local infrastructure partner, the option to do a combined state plan that meets the planning requirements for WIOA’s core

programs and at least one other federal program, and other provisions.

The PRDE will continue furthering cooperative agreements with the Technological Institute and

other public and private postsecondary institutions, with the purpose of offering students the

opportunity to complete college degrees by means of a sequential curriculum and avert any

duplicity of courses. Also, the PRDE will continue offering the dual credit program in the

secondary level through which the participating students complete an associate degree in the

ITPR and the UPR through a sequential curriculum, in addition to completing the high school

diploma requirements.

Activities authorized under chapter 2 of title II of the Trade Act of 1974 (19 U.S.C. 2271 et

seq.)

The main goal of the Trade Adjustment Assistance (TAA) program is to assist workers who have

lost or may lose their jobs as a result of foreign trade. The TAA program offers a variety of

benefits and services to eligible workers, including job training, income support, job search and

relocation allowances, and a wage subsidy to workers 50 years of age and older. This program

seeks to provide skills, credentials, resources and support to displaced workers, to encourage

them to an early return to the labor force. The State Dislocated Worker Unit and the TAA

services will be effectively integrated to the AJCs and use the network as the main point of participant intake and delivery of TAA program benefits and services. The PRDEDC has

developed State Policy Number 2020-001 to ensure that the correct process is implemented in

the assistance to TAA clients.

Activities authorized under chapter 41 of title 38, United States Code

PRDOLHR, through the Jobs for Veterans State Grant (JVSG), is committed to serving eligible

transitioning service members in need of individualized career services, as well as veterans and

eligible spouses by providing resources to assist veterans with significant barriers to

employment, and other eligibles in accordance with VPL 03-14 change 1 and 2 and VPL 03-19,

to obtain meaningful careers and maximize their employment opportunities. JVSG commitment

is an important part of fulfilling our national obligation to the men and women who have served

our country.

While continuing to serve existing veterans and other non-veteran job seekers, we recognized

that changes in workforce programs' service delivery strategies to veterans were needed to

respond to the forecasted increase in veterans, including men and women transitioning from

the wars in Iraq and Afghanistan, to the civilian labor force. Additionally, we are working with

workforce partners to ensure changes are affected so workforce programs are aligned with the

roles and functions established in their authorizing legislation.

Disabled Veterans’ Outreach Program Specialist (DVOP)

The JVSG staff was refocused on their statutory duties to ensure that eligible veterans and

eligible spouses receive the best combination of services, according to their needs. To

accomplish this refocusing, Disabled Veterans' Outreach Program (DVOP) specialists serve only

those veterans and eligible spouses most in need of Individualized career services. As a result,

DVOP specialists will serve a narrower group of veterans and eligible spouses, enabling the

specialists to provide Individualized career services to a vast majority of the people they serve.

This, in turn, will impact the core programs, including WP and Title I.

Under 38 U.S.C. 4103A(a), a DVOP specialist provides Individualized career services and

facilitates placements to meet the employment needs of veterans, prioritizing service to special

disabled veterans, other disabled veterans, and other categories of veterans in accordance with

priorities determined by the USDOL. Policies and procedures are in place to specifically prohibit

DVOP specialists from performing non-veteran related duties that detract from their ability to

perform their statutorily defined duties related to meeting the employment needs of eligible

veterans. Additionally, regular audits are performed by the DVET to ensure compliance with the

limitations on the duties of DVOP specialists.

DVOP specialists also place maximum emphasis on assisting veterans who are economically or

educationally disadvantaged. To ensure that DVOP specialists can fulfill their statutory

responsibilities to provide individualized career services to these categories of veterans, they

are required to follow guidance developed by USDOL and the Employment Service to identify

the veterans prioritized and emphasized by the DVOP statute. An eligible veteran or eligible

spouse who is identified as having a significant barrier to employment is immediately referred

to a DVOP specialist after being triaged or, in instances where a DVOP specialist is not available,

another provider of individualized career services within the AJC system DVOP staff and other

AJC staff provide veterans with SBEs and other eligible with access to occupations in demand,

training and other services expected to be generated through the applicability of the priority of

service through the provision of individualized career services with the goal of finding long

term sustainable employment.

Local Veterans' Employment Representative (LVER)

LVERs perform only the duties outlined in 38 U.S.C. 4104(b), which are related to outreach to

the employer community and facilitation within the state's employment service delivery system.

LVERs have assigned duties to promote to employers, employer associations, and business

groups the advantages of hiring veterans. LVERs, where implemented, are part of the One-Stop

Career Centers “business services team” or like entity, and as such serves as an active member

of that team. Also, LVERs advocate for all veterans served by the network with business,

industry, and other community-based organizations by participating in appropriate activities

such as:

• Planning and engaging in job and career fairs;

• Conducting employer outreach;

• In conjunction with employers, conducting job searches and workshops, and establishing job search groups;

• Coordinating with labor unions, apprenticeship programs and businesses or business organizations to promote and secure employment and training programs for veterans;

• Informing Federal contractors of the process to recruit qualified veterans;

• Promoting credentialing and licensing opportunities for veterans; and

• Coordinating and participating with other business outreach efforts.

Gold Card Initiative

The Gold Card provides unemployed post-9/11 era veterans with individualized career services

and follow-up services needed to succeed in today's job market in accordance with TEN 15-

11. The Gold Card initiative is a joint effort of the USDOL/ETA and the Veterans' Employment

and Training Service (VETS). ETA and VETS have developed a series of enhanced individualized

career services, including follow-up services, to identify those barriers to employment faced by

veterans of post 9/11 era.

Veterans are to identify themselves as veterans at the reception desk and to complete a short

questionnaire where one of the questions is if he or she is a 9/11 Veteran. Once identified as a

9/11 Veteran the individual is triaged and referred to the DVOP to receive six months of

individualized career services to assist the veteran in seeking and securing a job.

The services, when provided under the Priority of Services to Veterans, are designed to

overcome those barriers and to reinsert our 9/11 era veterans the labor workforce.

The enhanced in-person services available for Gold Card holders at local American Job Center

may include:

• Job readiness assessment, including interviews and testing;

• Development of an Individual Development Plan (IDP);

• Career guidance through group or individual counseling that helps veterans in making training and career decisions;

• Provision of labor market, occupational, and skills transferability information that

inform educational, training, and occupational decisions;

• Referral to job banks, job portals, and job openings;

• Referral to employers and registered apprenticeship sponsors;

• Referral to training by WIOA-funded or third-party service providers; and

• Monthly follow-up by an assigned case manager for up to six months.

Programs authorized under State unemployment compensation laws (in accordance with

applicable Federal law)

The PRDOLHR's UI programs include the following: regular UI, UCX, UCFE, TRA and PAB.

The main purpose of the Unemployment Insurance is to pay benefits to claimants and help them

to return to the labor market before they exhaust their UI benefits. The Bureau of Employment

Security, UI Division, will support WIOA through the RESEA personnel and by assigning one UI

merit staff member to address any unemployment claimant’s issue.

The PRDOLHR is committed to improve reemployment service delivery strategies. These

strategies are contained in the new RESEA program and the core program activities to be

implemented in the State Unified Plan. RESEA staff will be ascribed to the program as a team for

the provision of reemployment services to UI claimants selected to participate in the RESEA

program. A UI merit staff member are available to work on program management. The role of

this UI staff member is to serve as a point of contact for technical assistance regarding UI issues,

policies and procedures.

The approach will ensure claimants served through the RESEA program at the One-Stop Centers

to meet the eligibility provisions of State laws and receive an appropriate level of service suited

to each individual claimant and be exposed to reemployment services (RES) including guidance,

evaluation, Individual Reemployment Plan, labor market Information focused on claimants

needs, referrals to job search self-directed, additional services (job search workshops,

assistance in finding employment, occupational counseling and referrals to other services) and

eligibility review to continue receiving unemployment benefits (UI).

RESEA staff will provide the traditional RESEA activities such as the UI eligibility review and

referrals to adjudication. Responsibilities include registering UI claimants in Wagner-Peyser as

required by State law, referral of UI claimants to career counselors as deem necessary, case

management, one on one personal interview with the UI claimant, job search workshops,

orientation of services available through the One-Stop Centers, referral to job offers, UI

eligibility review and providing UI claimants with labor market information. These services will

be managed by the Reemployment Service staff and as appropriate, by a licensed career

counselor, where available (not all offices have a career counselor on-site).

As part of this commitment, the PRDOLHR will monitor closely these strategies to assure its

successful implementation to help UI claimants in RESEA to return to the labor market before

they exhaust their UI benefits. Through the RESEA initiative, ES will make efforts to implement

strategies to achieve improved UI connectivity with the public workforce system and improved

reemployment service delivery strategies. PRDOLHR is committed in continuing making

progress connecting UI claimants to job opportunities and/or services that will speed their

return to employment.

Programs authorized under part A of title IV of the Social Security Act (42 U.S.C. 601 et

seq.), subject to subparagraph (C).

Coordination with TANF will be strengthening to identify and pursue braided funding

opportunities to support common services and to transition to procedures that facilitate serving

customers under both TANF and the core programs. In the short-term, cross-program

knowledge and understanding of the TANF and core programs will be delivered to staff

members and a formalized referral process will be implemented to deliver career counseling

and training coordination services and to provide access to job development and placement

services for TANF customers. We are currently working to ensure that all Local Boards have

their agreements.

Employment and training programs administered by the Social Security Administration,

including the Ticket to Work and Self-Sufficiency Program established under section

1148 of the Social Security Act (42 U.S.C. 1320b–19)

Through the issuance of local planning and certification guidance, the State Board will

encourage local boards and operators to become engaged in the Ticket to Work program as

qualified Employment Networks. Currently two LWDBs are qualified as an Employment

Network (Caguas-Guayama and Manatí-Dorado) and Sureste LWDB is going through the

qualification process.

The PRVRA continues receiving referrals from the Ticket to Work Program for the purpose of

providing vocational rehabilitation services. In addition, the PRVRA established an agreement

with the Caribbean Center of Work Incentives Planning Assistance (CWIPA) to provide benefits

planning service to the consumers of the PRVRA who beneficiaries of the Social Security

Disability Insurance are. This service is expected to help these beneficiaries in decision-making

regarding the benefits of reintegrating into the labor market.

As required under WIOA, PRVRA will coordinate its services with the Employment Networks for

common customers, including individuals receiving assistance from an Employment Network

under the Ticket to Work program, detailing how the responsibility for service delivery will be

divided between the network and the agency.

Employment and training programs carried out by the Small Business Administration

(SBA)

Coordination with the local district office of the SBA will be enhanced to fully tap into the

opportunities available under the program for entrepreneurial capacity building and

development. As previously discussed, although self-employment in Puerto Rico accounts for

roughly twice the national average, entrepreneurship development still lags significantly when

compared to other jurisdictions, thus representing a key opportunity for private employment

creation.

Through planning guidance, local boards will be encouraged to engage the SBA and its network

of Small Business Technology and Development Centers (SBTDCs) with locations in 6 local

areas, and its specialized centers for international trade, technology and innovation, and the

program initiatives servicing students, women, veterans and national guard reserve personnel,

young and emerging entrepreneurs, older persons, and homemakers. The local boards shall also

be encouraged to leverage the small business regional clustering organization initiative serving

the entire Island led by the SBA.

Under the lead of the PRDEDC, the Federal Contracting Center will approach the SBA program to

devise ways to effectively market the HUBZone’s opportunity to "Under the Flag" industries,

helping to expand employer's availability in 76 of 78 Municipalities identified and Labor Surplus

Areas.

Programs authorized under section 6(d)(4) of the Food and Nutrition Act of 2008 (7

U.S.C. 2015(d)(4)) and work programs authorized under section 6(o) of the Food and

Nutrition Act of 2008 (7 U.S.C. 2015(o))

The USDA's FNS oversees a U.S. block grant to Puerto Rico that funds the Nutrition Assistance

Program (NAP), which is a separate food assistance program implemented since 1982 in lieu of

SNAP. Section 4142 of the Food, Conservation, and Energy Act of 2008 mandated the

completion of a study to provide information to aid the Congress in understanding the potential

impact of reestablishing the Supplemental Nutrition Assistance Program (SNAP) in Puerto Rico

in lieu of block grant funding. The block grant remains.

Under NAP (and TANF), coordination has been established to require unemployed able-bodied

adults to register for work at the employment Registry of the Employment Service and seek

employment. Individuals are required to participate in employment and training activities or

employment interviews and accept or continue in employment if it is adequate. An MOE funded

Puerto Rico Food Benefit Program provides for a six-month additional TANF benefit for food to

be paid to NAP recipients who work at least 30 hours weekly, are not TANF recipients, and are

single parents or relatives living with a related minor under 18. Certain unemployed able-

bodied adults are exempt from the work requirement.

Programs carried out under section 112 of the Rehabilitation Act of 1973 (29 U.S.C. 732)

The Client Assistance program remains under the Office of the Advocate of the Persons with

Disabilities. The system's components that provide services to persons with disabilities will be

made aware of the obligations arising under sec. 20 of the Rehabilitation Act, including

providing information on means of seeking assistance under the Client Assistance program. The

PRVRA, as state-designated agency for administering the core program under the Rehabilitation

Act will also continue enforcing compliance section 102, providing individuals a description of

services available from the client assistance program and information on how to contact the

program as part of the eligibility determination process.

Registered Apprenticeship

Since July 1, 2018, the Apprenticeship Program is under the PRDEDC. The WDP is in charge of

the implementation of the program in the workforce system. As part of the strategy for an

effective implementation, the WDP is receiving technical assistance by the National

Apprenticeship Office and Region I in Boston. Work-based learning opportunities offered by the

AJC are marketed by both Case Manager’s and Business Services Representative staff. This staff

pursues opportunities with employers and make appropriate referrals for work-ready

participants. The PRWDB coordinates work-based learning opportunities across partner

agencies to ensure maximization of employer contact and avoid business-contact fatigue. The

PRWDB researches opportunities and develops relationships with local businesses and

partners, including those with registered apprenticeship programs and training providers to

make these training models available to participants. In accordance with standards described

under Career Services feedback mechanisms between Training Services and placement

functions are in place to ensure that the training being provided is meeting the needs of

business.

C. COORDINATION, ALIGNMENT AND PROVISION OF SERVICES TO INDIVIDUALS

Even though PR revised the narrative to include information about the MOUs, the

response does not include how services to individuals are coordinated or aligned with

support from all partners. Puerto Rico must describe how they are meeting this requirement in particular for titles II and IV.

The DEDC, through its Workforce Development Program (WDP), has the mission to implement a

coordinated and integrated system for workforce development that provides access to

employment and training services through its fifteen (15) Local Workforce Development Areas

(LWDA's) and in joint efforts with core partners, educational institutions and the private sector,

to promote the economic development of Puerto Rico.

DEDC is the lead agency for the administration of WIOA Core Programs. DEDC is also

responsible for TAA grant. The PRDE is the agency responsible for Adult Education and Family

Literacy under Title II. The PRDOLHR is responsible for Wagner-Peyser, Veteran Services

through the Jobs for Veterans State Grant, and UI. The Vocational Rehabilitation Administration,

under the PRDOLHR, is present at the AJCs. Additionally, the SCSEP is also within PRDOLHR, but

partially since AARP and Pathstone, Inc. are also operators of the program. In order to improve

integration between programs, Puerto Rico is implementing the following framework:

Interagency Efforts

The WDP ensures that the strategies and goals at the service delivery level are consistent with

the State Board's vision and goals. The State Workforce Development Board (SWDB), consistent

with WIOA requirements, comprises business leaders from throughout the State, representative

of the education sector, representatives of organized labor, and state agency leaders. The

mission of the board is to promote life-long learning by collaborating with businesses, agencies,

and organizations to bring the State's education, employment, and training programs together

into a workforce development system that provides the means for residents of Puerto Rico to

gain sufficient skills, education, employment, and financial independence.

Data Communication

The focus on service integration enacted by the WIOA has motivated DDEC to consider ways to

link and allow tracing of participant data between partners, especially core programs, to

improve communication and reduce duplication of services. WIOA emphasizes the importance

of a comprehensive system that provides integrated, uninterrupted services to all participants

and effective strategies that meet the employers' workforce's needs. The State intends to have a

comprehensive system of on-demand reports, utilizing data from its statewide shared database,

that allows state and local staff to view outcome data at the State, regional, local, and case

manager level for Wagner-Peyser, WIOA Title I-B, TAA, and Veterans Employment and Training

Services. Besides, the State seeks to have the necessary integration with Title II and Title IV

programs.

Regional and local plans, MOUs, and cost-sharing agreements will facilitate the integration

across the various data systems all the required partners that participate in the workforce

system over the next four years. The DDEC supports data sharing and alignment at the state

level by convening a data-sharing group across state agency partners and at the local level. The

DDEC supports education and training on specific systems and will advocate for policy changes

as needed to establish data-sharing agreements.

Coordination of Services through One-Stop Centers

The American Job Centers in Puerto Rico are the engine that leads the efforts and coordination

of the workforce's service delivery on the Island. The AJCs ensure job seekers receive a

comprehensive, coordinated, and high-quality service from all partners. The AJCs in Puerto Rico

have the same services; however, each geographic area on the Island has particular

characteristics, so each AJC adjusts to such needs to promote optimal and adapted service. It

should be noted that these centers are operated under applicable federal and state regulations.

The functions of each of the partners are described in the Memoranda of Understanding, as

required by WIOA. Each AJC has an executive director who is responsible for coordinating of

Services through One-Stop Centers. The director must also ensure the availability of services

offered by partners within the AJCs, including Title II and Title IV. The One-Stop centers host

these programs' representatives, including representatives from the PRDE (for Title II) and the

VRA (for Title IV). Providing direct access to representatives from these agencies and programs

improves the delivery of services, strengthens networks, and supports the effective

implementation of the protocols existing between the PRDE and VRA, including the

coordination of the Individualized Educational Programs.

To ensure that they provide a high quality of service to individuals, the AJC staff receives

ongoing training, has the necessary tools to carry out their duties, and has the resources to

provide optimal service to meet each individual's needs. System partners collaborate through

referrals, individualized attention, and other services. The State Plan provides for cross-training

as part of statewide initiatives. This initiative's main objective is for AJC staff to have up-to-date

knowledge of the services offered by WIOA members in Puerto Rico. This training will allow for

more streamlined service delivery within the AJCs.

Coordination among Programs

The core and required partner delivery of services will revolve around a customer-centered

integration and continuous improvement approach, supported by appropriate guidance to align

programs, local boards, operators, and providers; staff cross-training on program requirements

and referral procedures; and a process focusing on the provision of services along with

functional areas. Service integration in the One-Stop Centers will be led by a One-Stop Operator,

with core programs, required programs, and additional programs authorized to join the system

that will remain accessible as required by the rule.

The AJC operators coordinate the individual services between the partners to deliver services

according to their needs. The service flow follows the general service flow to serve job seekers

at One-Stop Centers:

• Greeting and identification of new customers or participants are completed at a

common intake where the operator’s staff records control data and validates it through

the case management system (if the customer is new or is receiving services under a

program).

• Claimants of Unemployment Compensation Insurance scheduled to receive

reemployment services are referred directly to the UI services.

• The One-Stop Operator provides an orientation to customers and helps them obtain a

general understanding of the services offered through the One-Stop network.

• If the customer opts to assist him/herself during job search, resume writing, telephone and resources use, he/she will be guided to the One-Stop resource center, delivery of

labor exchange services, through self-service, self-service technology tools, and staff-

assisted services.

• If deemed ready for employment, the customer will be led to receive labor exchange services, including job referrals and job placement follow-up.

• Job seekers seeking employment will first receive services by the Employment Service of Wagner Peyser. If the job seeker is a new customer, his/her demographic and

registration data will be gathered and sent to assisted services, to be counted as a

reportable individual.

• If the individual needs additional services to enter employment or continue an

educational career, or requires improvement of their employment skills, it is determined

that they need assisted services and is hereinafter considered a participant under WIOA.

• The Case manager or Career Planner completes an assessment to determine the

participant’s needs, goals, job skills, and readiness. A common assessment tool is being

developed to account for the information requirements of all core and required

partners, thus facilitating jointly serving the customer.

• The participant can enter the system through any of the core partner programs,

according to their specific need for services. The AJC Operator coordinates the

assistance of AJC partners, in accordance with the need determined by the objective

assessment. Currently, the coordination of services is carried out through the referral

process. With the development of the RFP DDEC-PDL-2020-06, to expand the scope of

the PRIS database, the State seeks to improve the technological integration of the

databases of core partners through the PRIS.

• The referral structure is critical to the system’s effectiveness and will be enabled by MOUs among the programs. The One-Stop Center staff must have a thorough

understanding of program requirements and services to effectively assess the

participant’s eligibility under the various programs, avoid "wrong–doors" and

duplication regarding the delivery of services, and ensure the efficient use of program

resources and outcome achievement.

Title II Services

• The One-Stop Centers’ network will be complemented by Title II activities administered by the Adult Education and Literacy program being offered at PRDE schools. As a core

service, Title II will support the One-Stop service delivery system in helping participants

attain a secondary school diploma; transition to postsecondary education and training

through the use of career pathways, integrated education and training; and receive

workforce preparation activities and services needed to succeed in the labor market.

The program resources will be prioritized and coordinated with partnering programs to

shore up services reflecting the workforce system needs.

• The main service under the program will address the needs of Adult Basic Education,

especially among disadvantaged, low-income adults, and criminal offenders. The

program assesses the participants’ skills and provides them the literacy and math skills

necessary to become literate at levels of proficiency necessary to function on the job, in

the family, and in society.

• The program will continue to coordinate with the PRDCR to address the needs of eligible

adult literacy participants in juvenile detention centers and correctional facilities

through collaborative services that include: vocational training, adult literacy courses,

personal and workforce preparation counseling, and cross-training of teachers. The

Special Education staff is also integrated in the planning function since a significant

number of inmates are also adults with disabilities.

• Another Title II service is the English language instruction. The PRDE has made its priority to play an active role in facilitating the participants’ goal of becoming bilingual.

• English classes and Conversational English will continue to be provided as part of the Adult Education Program offered in the schools and Adult Education program centers.

The objectives of the conversational ESL and academic English programs are to provide

adults with the knowledge and skills necessary to make correct use of the English

language in academic as well as in work settings; develop adults’ listening, reading,

writing and oral skills, and measure their performance using the English program

standards and performance measures established for English as a Second Language.

• Another service delivering program services focuses on adults in need of workplace literacy services. The objective is to develop the required skills and knowledge so as to

enable participants to obtain, retain, or upgrade their employment once they complete

the specialized training or vocational education. Targeted populations are

disadvantaged adults, adults with disabilities, single parents and displaced homemakers.

The goal of the services is to address the specific needs of the workforce and to improve

workers’ productivity. These activities are delivered at the workplace and/or at

employment development centers; the content is tailored to the needs of the workforce

and remains accessible to participants, including continuous learning through the use of

technology and in coordination with groups and resources in the community to

supplement services.

• Third order of priority for delivering services will target individuals facing barriers to

employment, especially disadvantaged and homeless adults, single parents, adults with

disabilities and displaced homemakers. These will be served through an Adult Basic

Education program, which aims to improve basic skills in language and mathematics.

These programs provide adults with academic, employability and self–improvement

skills to assist them in attaining a secondary school diploma and in the transition to

postsecondary education and training.

• A fourth priority targets immigrant and disadvantaged adults, homeless adults, single

parents and displaced homemakers through Family Literacy programs. The next order

of priority in delivering services will be afforded to Adult Secondary Education services for disadvantaged adults, individuals with disabilities, the homeless, incarcerated adults,

adults with disabilities, single parents and displaced homemakers at level three or above

who need to attain a high school diploma or high school equivalency and transition to

postsecondary education.

• Title I partners will offer basic and individualized services career or any other allowable

service required by the participant to be able to get or retain an employment. Once the

participant is ready for employment, the program might pursue any job placement

activity allowed for by the program or refer the participant back to the Employment

Service.

• The PRDE's AEP will work collaboratively with other core programs and partner

agencies to expand access to education, training and employment opportunities for

adult learners. The AEP will provide resources and services through American Job

Centers (One-Stop Centers) including orientation about program opportunities, career

pathways, transition resources, referral processes, and other joint mechanisms

developed through agency partnerships. The Adult Education Program has signed a

memorandum of understanding, (MOU) with the 16 American Job Centers (AJC) for

collaboration and is contributing to the infrastructure costs for the operations of the

AJC. The AEP maintains a regular employee staff member on each one of the 16 One-

Stop Centers one day a week to evaluate adult education potential participants and

make referrals to the adult education service providers approved by the AEP for services. These AEP employees make cross referrals between the One-Stop centers and

the AEP service providers.

Youth

• According to sec. 129(c)(2) of WIOA, local areas must make each of the required 14

youth elements available to youth participants. Local youth programs must be designed

to provide for an objective assessment of each youth participant that meets the

requirements of WIOA Section 129(c)(1)(A), and include a review of the academic and

occupational skill levels, as well as the service needs, of each youth for the purpose of

identifying appropriate services and career pathways for participants and informing the

individual service strategy.

• When designing youth employment and training programming, State and local areas should consider the following design elements; promotion and increase of meaningful

work experience opportunities as set forth in section 129(c)(2)(c) of WIOA, particularly

for out of school youth; increase of service delivery for youth with disabilities; need to

address the issues impacting service delivery for out of school youth; need to ensure

quality case management through the monitoring process; and provision of effective

follow-up services.

• In the efforts of engaging out–of–school youth (OSY), both the Adult Education and Literacy program and the AJC Title II partner strengthen the coordination with school

districts. Local boards will also be encouraged to coordinate with other programs

servicing the youth, like the Foster Care and TANF programs, residential programs and

community–based initiatives.

Adults and Dislocated Workers

• The main goal of the Adults and Dislocated Workers Program is employment. Coordination with Wagner Peyser's Employment Service is crucial for participants to

achieve the goals set out in their Individual Employment Plan (IEP). Capacity building

efforts under Title I will focus on work–based training. The main source of participants

in both programs is the Employment Service. Common intake and case management is

the key tool for the AJC operator to coordinate services between the three programs,

Adults, Displaced Workers and Employment Service. The new PRIS database platform

contains the integration elements using the same database, case management, intake

and reporting.

• The PRIS’ first phase of implementation targeted compliance with the required

reporting. We are expecting that through the RFP DDEC-PDL-2020-06, the State will be

able to develop technology integration of the Title I, Title II, Title IV, TAA, Rapid

Response and Apprenticeship. The selection of the technology service provider for this

second stage of the PRIS will be crucial to achieve an integration of technological

services, avoiding the duplication of services and expanding the connectivity of core

partners through online systems at the AJC.

Vocational Rehabilitation Services

• The PRVRA provides a wide range of services to people with disabilities, in order to

integrate them into the workforce, including training in personal/occupational settings,

pre-employment services, counseling, and job readiness services (resumes, interviews,

identification of candidates ready for employment, and referrals to job offers), among

others. The PRVRA will continue to serve people with disabilities in order to integrate

them into the workforce. In addition to supporting full access of services through the

One-Stop Centers, the ARV continues to serve youth and students with disabilities, with

emphasis on those with significant disabilities and in need of Pre-Employment

Transition services. To this end, the Administration will maintain its collaboration with

the PRDE’s Special Education program to accelerate the implementation of the students’

individualized plans, continue offering guidance in schools to students, parents, and

school staff, and participate in PPT meetings.

State Memorandum of Understanding (MOU) One Stop Partners

The coordination and alignment of services among AJC partners are initially established at the

state level through the signing of a MOU among the grantee agencies of Title I core programs.

This MOU was signed on September 28, 2018, effective June 30, 2021. The Secretaries of the

Department of Economic Development and Commerce, the Department of Education, the

Department of Labor and Human Resources and the Vocational Rehabilitation Administration,

grantees of WIOA core programs; and the Presidents and the fifteen (15) Local Boards that are

part of the Puerto Rico Workforce Development System, signed a state agreement to ensure the

operations of the One-Stop Centers - American Job Centers, to lay the groundwork for the

provision of services to participants in the AJC and the negotiation of local MOUS.

The objectives of the state MOU:

• to establish the parameters of negotiation at the local level

• define the framework of reference that should govern each agreement between the Local Board and the partners

• clearly define the parameters of the respective human resources commitments for each grantee;

• provide foundation elements for representatives of state agencies (grantee) and Local

Boards to negotiate their respective memorandums of understanding.

The content of the MOU encompasses the following agreements between the grantee of the

programs:

• Description of the PR One Stop System

• Roles and Responsibilities of core and required partners

• Availability of Career Services

• Services to Population with Multiple Barriers to Employment

• Resources and Costs

• Continuous Improvement and Duration of the MOU

• Local Terms and Economic Conditions

• Local Memorandum of Understanding

• Review, Amendments, Dispute Resolution and Impasse process

• Sexual and Labor Harassment, Alcohol and Drug Free Environment

• MOU Dispute Resolution Process

• Discrimination Policy

MOU Summary

The next section presents a summary of the state MOU's content, which sets the rules for

coordinating services between partners to provide services to participants and employers;

Description of One Stop Center System

1. A system with fifteen (15) Local Areas which offer training and employment services

through its 16 One Stop Centers (AJC) throughout Puerto Rico. The design of the AJC

must:

1. AJC must have a continuous presence of the services represented by the core and

required partners.

2. Programs authorized under title I of WIOA, including:

(i) Adults;

(ii) Dislocated workers;

(iii) Youth;

(iv) Job Corps;

(v) YouthBuild;

(vi) Native American programs; and

(vii) (vii) Migrant and seasonal farmworker programs;

1. The required partners are the entities responsible for administering the following

programs and activities in the local area:

https://www.law.cornell.edu/definitions/index.php?width=840&height=800&iframe=true&def_id=3a905a266cd9dd2d2ddc27af5f21b033&term_occur=999&term_src=Title:20:Chapter:V:Part:678:Subpart:B:678.400

1. The Wagner-Peyser Act Employment Service program authorized under the Wagner-

Peyser Act (29 U.S.C. 49 et seq.), as amended by WIOA title III;

2. The Adult Education and Family Literacy Act (AEFLA) program authorized under title II

of WIOA;

3. The Vocational Rehabilitation (VR) program authorized under title I of the

Rehabilitation Act of 1973 (29 U.S.C. 720 et seq.), as amended by WIOA title IV;

4. The Senior Community Service Employment Program authorized under title V of the

Older Americans Act of 1965 (42 U.S.C. 3056 et seq.);

5. Career and technical education programs at the postsecondary level authorized under

the Carl D. Perkins Career and Technical Education Act of 2006 (20 U.S.C. 2301 et seq.);

6. Trade Adjustment Assistance activities authorized under chapter 2 of title II of the Trade

Act of 1974 (19 U.S.C. 2271 et seq.);

7. Jobs for Veterans State Grants programs authorized under chapter 41 of title 38, U.S.C.;

8. Employment and training activities carried out under the Community Services Block

Grant (42 U.S.C. 9901 et seq.);

9. Employment and training activities carried out by the Department of Housing and Urban

Development;

10. Programs authorized under State unemployment compensation laws (in accordance

with applicable Federal law);

11. Programs authorized under sec. 212 of the Second Chance Act of 2007 (42 U.S.C. 17532);

and

12. Temporary Assistance for Needy Families (TANF) authorized under part A of title IV of

the Social Security Act (42 U.S.C. 601 et seq.), unless exempted by the Governor under §

678.405(b).

Roles and Responsibilities

Section 121 lists the minimum responsibilities of partners in the AJC:

1. Promote the AJC system integration and have available basic career services

consistently and coordinately through the OSC-AJC operator.

2. Develop a flowchart for delivering efficient services to employers, participants, and

clients.

3. Provide access to service to attend the needs of workers, job seekers, youth, people with

barriers to employment, including people with disabilities.

4. Establish a method to subsidize the costs of services and the operation of the system.

5. Determine the standards of service and branding for co-located partners.

6. Commitment to providing training and professional development opportunities to AJC

staff.

7. Facilitate communication channels between partners and other components of the AJC,

in coordination with the AJC operator.

8. Development and design of public policies, standards, and processes.

9. Provide additional services to those of WIOA to meet the needs of the participants.

Delivery of Basic Career Service

1. Basic Career Services will be universally available to the entire AJC population.

2. Each partner is responsible for the delivery of services corresponding to their program.

3. Partners must avoid duplication of services.

Service to people with barriers to employment

Partners must ensure that services are available to people with barriers to employment The

term ‘‘individual with a barrier to employment’’ means a member of 1 or more of the following

populations:

1.

a. Displaced homemakers.

b. Low-income individuals.

c. Indians, Alaska Natives, and Native Hawaiians, as such terms are defined in section 166.

d. Individuals with disabilities, including youth who are individuals with

disabilities.

e. Older individuals.

f. Ex-offenders.

g. Homeless individuals (as defined in section 41403(6) of the Violence Against

Women Act of 1994 (42 U.S.C. 14043e–2(6))), or homeless children and youths

(as description of defined in section 725(2) of the McKinney-Vento Homeless

Assistance Act (42 U.S.C. 11434a (2))).

h. Youth who are in or have aged out of the foster care system.

i. Individuals who are English language learners, individuals who have low levels

of literacy, and individuals facing substantial cultural barriers.

j. Eligible migrant and seasonal farmworkers, as defined in section 167(i).

k. Individuals within 2 years of exhausting lifetime eligibility under part A of title

IV of the Social Security Act (42 U.S.C. 601 et seq.).

l. Single parents (including single pregnant women).

m. Long-term unemployed individuals.

n. Such other groups as the Governor involved determines.

Employers services fall into two categories

1. Participation and Commitment- Educate and provide general information to employers

on how the services in the AJC can represent solutions to their challenges or needs in

terms of the employment of qualified personnel.

2. Business Services- develop customized strategies based on their profile to determine the

needs of employers in a way that addresses the challenges related to Recruitment,

Employment, Training, Closures, and Layoff

Resources and Cost Sharing

• The provision of direct services to participants and employers is the priority in a CGU-AJC.

• Each partner is responsible for subsidizing the direct services related to their program,

without losing perspective that the provision of services, for each partner, must be

transparent to the participant.

• All partners will share equitable and proportionate responsibility for the operating

expense costs of the CGU-AJC.

Continuous Improvement and MOU Validity

• All partners have to participate in the process of programmatic review and continuous

improvement and the integration of new ideas, innovation, and an efficient approach.

• Partners will seek feedback from participants regarding satisfaction with the service

provided in the CGU-AJC.

Local Memorandum of Understandings

• Roles and responsibilities of the partners in the state MOU, have to be integrated as part

of the local MOU.

• Local MOUS shall specify these roles and responsibilities, as well as WIOA provisions,

final rule, guides and policies issued by the state.

• Local MOUs are an integral part of the state memorandum.

Terms and Economic Conditions

Partners have to develop a financial plan, including the terms and conditions for subsidizing the

one-stop center's services and operating costs. The goal of having an operational budget is to

develop a subsidy mechanism that:

1. Set and maintain the local workforce development system at a level that meets the

needs of job seekers and the business conditions of the Local Board

2. Reduce duplication and maximize the use of resources and technologies

3. Expenses are appropriately shared by determining the center's proportional use, and

the benefits received, and that all funds are used only for permissible activities under

WIOA.

4. The budget includes the following cost categories, required by WIOA and its regulations

a.

i. Infrastructure Costs

ii. Career Services

iii. Operator Costs

iv. Shared Services

5. All costs shall be included in the Infrastructure Funding Agreements (IFA), distributed

according to proportional use and relative benefits received by the partner and

quarterly reconciled against current expenses and adjusted the budget accordingly.

6. The operating budget of the UGC-AJC must be transparent, and all partners must

negotiate in good faith and pursue reasonable and fair outcomes.

Cost Allocation Plan (CAP)

1. The Cost Allocation Plan (CAP) will be the method by identify the direct and indirect

costs and support the distribution of costs among the partners.

2. Costs in the CAP will be classified as Direct and Indirect Costs.

3. Cost pool has to be determined and then distributed by partners.

4. Costs considered in the CAP include Infrastructure Costs, Human Resources-Related

Costs, Non-Personnel Costs, Additional Costs, Services, Operating Costs, and Shared Services.

5. In the CAP, costs must be assignable, permissible, and reasonable.

6. The CAP should indicate the base for calculating the costs to be allocated for each

partner.

AJC Financing

Accepted financing mechanisms are the Local Financing Mechanism and the State Funding

Mechanism, as established by TEGL 17-16, Infrastructure Funding of the One-Stop Delivery

System.

Miscellaneous Clauses

1. The state MOU also includes the conditions for Revision, Amendments, Dispute

Resolution and Impasses

2. The state MOU must be reviewed and renewed within a period of not less than three (3)

years, in order to ensure adequate cost subsidy and delivery of services.

3. The period for the current MOU revision is beginning PY 2021.

Public Policy on Sexual and Labor Harassment, Alcohol-Free and Drug-Free Environment

The AJC partners will seek and train their resources in the AJC, to comply and ensure that the

policies related to Sexual and Labor Harassment are meet, as well as public policies on Alcohol

and Drug-Free Zones

Non-Discrimation Policy

MOU partners and staff representing them in the AJC shall not discriminate against applicants,

complainants, participants and staff of the programs in the AJC CGU, on the basis of race, color,

gender, age, religion, birth, origin or ethnic identification, political ideology, physical or mental

disability, socioeconomic status, having been victims of domestic violence, veteran status, sexual

orientation, gender or marital identity of the parties, genetics, immigration status as an

immigrant legally admitted and authorized to work in the United States or for participating in

any subsidizing program or activity under WIOA Title I, and will take affirmative action to

prevent such discrimination.

MOU Dispute Resolution Process

Include a process to resolve dispute among the partners

Complaints Process between Partners

Include a process to resolve complaints among the partners

D. COORDINATION, ALIGNMENT AND PROVISION OF SERVICES TO EMPLOYERS

The Employer Engagement Committee of the State Board and the Workforce Development

Program of the DEDC are leading the process to develop the Business Service Unit at State Level

and lead in development of the Statewide Business Services Framework Plan to guide the

LWDBs and the AJC to collaborate with businesses. DEDC had contracted the consulting firm

Estudios Técnicos, Inc. to carry out this process.

The Plan will provide a broad framework to guide the local areas to create skilled business

services teams that will be able to build credible relationships and provide worthy services that

will benefit business. Wagner Peyser staff is going to be an integral part of this effort.

In addition, the mentioned firm is going to assist the DEDC and the State Board to develop and

implement strategies for layoff aversion. Those strategies are aimed to the business services

teams to develop relationships with employers in their local areas; use the networks of the

private sector employers on their local boards to expand their contacts and to provide

information on industry trends and to identify potential red flags; develop other sources of early

information on potential issues within their local areas; and develop responses to address

identified issues.

Every Local WDBs have their own Employer Engagement committees composed of business

representatives. These Committees will help develop the teams, provide guidance and

recommendations, ensure professional development, establish specific goals for the teams, and

track progress.

DEDC also is going to contract a consultant to evaluate the AJC brand among employers. The

consultant will conduct qualitative and quantitate assessments of the AJC local brand among

employers. Interviews will be conducted with employers to discover employers’ awareness,

perception, and usage of the AJCs. The assessments will be followed by recommendations to

improve services and increase awareness of available services, increase brand awareness,

maintain brand awareness, rollout of the new plan, and development of an outreach plan.

The goal of the Employer Engagement Committee and the DEDC is to increase employer

participation rates, including repeat customers and to increase the retention rates of employees

placed into employment by the AJCs. This rate would help raise the confidence of employers in

the workforce system and lead to increased employer engagement.

Apart from the strategies mentioned to improve and increase the use of patrons of AJCs

services, the AJC network can assist employers with recruitment, interview and hiring services.

Services to employers include:

• Interviews and screening of job candidates to select skilled and trained personnel who

will fill their labor force needs;

• Labor market information;

• Membership in the State, local boards, working groups, sector partnerships, employers' committees, among other entities, to intervene in policymaking for education, training

and employment in the local, regional and statewide levels;

• Use of the One Stop Center network and systems to disseminate job offers; and

• Incentives, subsidies, follow-up and supportive services to employees, including initial services to obtain with Health and Drug Testing, criminal records, and required

certifications for prospective employees.

The Employment Service staff:

• Issue employer certifications, denials, or notices of invalidation for tax credit on a timely basis;

• Maintain a system and procedures to regularly monitor the activities initiate appropriate corrective actions;

• Manage agreements with TANF and NAP in Puerto Rico serving the majority of WOTC

applications, which are from participants of the TANF or NAP programs and train staff

from these programs;

• Maintain the current cooperative efforts with employment and training organizations

already working with the private sector, such as Veterans organizations, Job Service

Employer Committees and local boards, to inform employers about requirements for the

use of the federal tax incentive known as Work Opportunity Tax Credit (WOTC);

• Train, as appropriate, State and participating agency staff and provide monitoring and technical assistance to these agencies; and

• Engage in outreach efforts in order to get more qualifying employers to use the tax credit program and increase our number of certifications.

• Engage in employer outreach efforts, through JVSG LVER staff, to educate employers, employer associations, and business groups on the advantages of hiring veterans in

order to promote and secure employment and training programs for veterans.

Puerto Rico did not respond to the initial comment and must describe how all core

programs and other partner activities are coordinated to provide high quality services to

employers. (Compliance)

Please, refer to section III. a. 2. State MOU includes the employers service among the partners.

E. PARTNER ENGAGEMENT WITH EDUCATIONAL INSTITUTIONS

As previously discussed, the State Board will coordinate with the PRDE's State Board for Career

and Technical Education, the PRDOLHR and the education services industry, the effective

delivery of occupational education for high-demand, mid and high-skilled and/or

technologically advanced occupations.

The State Board will assume its convening functions under WIOA to leverage the resources and

concert the support of the Education Council, the PRDE, IHEs and CTE institutions to adopt a

common framework to support the implementation of career pathways and to further the

alignment of the educational and workforce systems. Educational institutions will also be

engaged as providers of educational and training services and are critical to the successful

implementation of the Registered Apprenticeship program. Including that the all system will

develop and deploy a training program to educate staff in AJC about how to work with

structured work-based learning programs. Also, the designing of that framework will contribute

to collaborate on pre-apprenticeship program developed in response to industry demands.

Regarding services for students with disabilities, Act 51-1996, as amended, mandates

coordination between the PRDE's Special Education Program and the PRVRA, among other

agencies, with the purpose of ensuring a seamless transition of young people with disabilities to

postsecondary education. The PRVRA intervenes in the process of transition before eligible

students with disabilities graduate from or exit the school system and facilitates the insertion in

training programs and post-secondary educational institutions. The PRVRA sponsors to

consumers such training in various accredited educational institutions for acquiring knowledge

and occupational skills necessary for the workplace.

In terms of serving individuals with barriers to employment, along with basic adult education,

PRDE's CTE program is key to meet the workforce development needs of the correctional

population. Please, refer to section III(A)(2)(B) for additional information regarding

coordination with the Carl D. Perkins program.

F. PARTNER ENGAGEMENT WITH OTHER EDUCATION AND TRAINING PROVIDERS

As required under WIOA, the State maintains a publicly accessible list of eligible training

providers and their eligible training programs, including relevant performance and cost

information. The State Board adopted procedures for initial determination of eligibility and

subsequent certification of training providers.

In issuing a determination, local boards are required to:

• Analyze the impact of economic, geographic and demographic factors, and the characteristics of the populations served by applicants, including their difficulties to

access or provide services, if any.

• Determine the occupations for which they are requesting training services, which shall be those in demand in the geographic region covered by the local board.

• Keep the process of initial eligibility determination open throughout the year.

• Establish eligibility criteria, requirements for additional information and minimum

performance levels for providers of training beyond what is required by the State Board,

which might be applicable to the specific local area.

• Safeguard the confidentiality of personally identifiable information of any education

records, including the circumstances related to prior consent, and comply with the

provisions of the Family Educational Rights and Privacy Act (FERPA).

• Periodically invite public and private educational institutions and community-based organizations to submit applications for initial or subsequent eligibility determination

as providers of training for occupations in demand.

• Regarding apprenticeship programs, promote the automatic inclusion of providers in the State List after a request is made by a registered provider under the provisions of

the Registered Apprenticeship Act and enabling State provisions.

Exception made of Registered Apprenticeship, One-Stop Centers' operators are required to

collect performance information and determine whether the providers meet the performance

criteria. Providers that meet the criteria are considered eligible providers of training services.

G. LEVERAGING RESOURCES TO INCREASE EDUCATIONAL ACCESS

Maximizing available funding and the leveraging of non-traditional funding sources to support

the improvement of the workforce system is a key goal of the State Unified Plan. PRDE's lead in

developing career pathways will allow combining the efforts and resources available to both

Title II and Carl D. Perkins programs to advance their implementation, thus expanding the

flexibility of the postsecondary educational system.

Collaboration with the PRDOF will add to the workforce system, resources available through

TANF vocational education services and the Chafee Education and Training Voucher program,

representing additional opportunities to serve the workforce needs of low-income individuals

and youth. Through continued coordination, State resources currently devoted to providing for

bridge education, vocational education, subsidies and tax expenditures can also be leveraged to

support the system. A case in point, the PRVRA intends to request funding from the State's

Employment and Training Opportunities Development Fund, which accrues 1% of all taxable

salaries paid by employers' beneficiaries under the Employment Security Act and the proceeds

of interest paid on the Benefits for Non-Occupational Disabilities Law.

An enhanced coordination with the PREC will allow the harvesting of data being supplied by

educational institutions under local and federal mandates to retrofit the educational and

workforce systems. Additional opportunities could arise by devising ways in which the Council's

State student financial assistance programs support the strategies of the system.

Local areas will be encouraged to leverage the resources of required partners to support the

delivery of integrated services, through financial and non-financial agreements. Many of the

arrangements for sharing other state resources must be worked out in detail at local level

involving other agencies and the local One-Stop Centers' partners, through MOUs.

A key strategy in leveraging other Federal investments that have enhanced access to workforce

development programs at educational institutions is to equip the State Board to manage the

function of identifying and seeking additional or dormant competitive funding opportunities

that can benefit any component of the workforce development system. DEI and REO, among

others, represent additional opportunities. To that end, the State is committed to advance the

designation of the local boards as 501(c)(3) tax-exempted non-for profits to leverage non-

traditional sources of grant funding.

Regarding local governments, through guidance pertaining the local area and regional planning

processes, there is also the opportunity to encourage Chief Elected Officials to sponsor

municipal tax abatement measures and other benefits to reward businesses and employers

sponsoring the implementation of career pathways.

H. IMPROVING ACCESS TO POSTSECONDARY CREDENTIALS

As discussed, the offer of postsecondary education in Puerto Rico has grown significantly in the

past decade, with mid-skilled level education being the segment with the largest expansion. Even within, institutions of higher education, the advance in mid-skilled careers, certificates and

degrees has been noticeable.

Although the dynamics are varied, along with the growth in the number of institutions

providing career and technical education, the increase in mid-skilled graduates evidences that

access to a postsecondary degree and credentials has become somewhat more flexible in recent

years and that there is a sizable infrastructure to support it. Please, refer to section II(A)(2)(A),

for additional information on the education infrastructure and credentialing activities in the

jurisdiction.

Under WIOA, alignment activities will be pursued to engage the providers of education and

training to implement strategies that facilitate access to postsecondary credentials. As explained

in section III(c)(2), above, the State will advance the implementation of career pathways to

expand the accessibility industry recognized credentials. The strategy is key to provide

participants with multiple entry points to accommodate academic readiness and multiple exit

points to permit on ramp and off ramp when necessary, to lead to industry-recognized

credentials, as recommended by the USDOL

I. COORDINATING WITH ECONOMIC DEVELOPMENT STRATEGIES

The Department of Economic Development and Commerce (DEDC) serves as the umbrella entity

for key economic development agencies in Puerto Rico. Created in 1994, the DEDC is at the

leading edge of Governor’ s policy of taking the most out of Puerto Rico's fiscal autonomy as a

tool for promoting local and foreign investment. This vision allows for the creation of thousands

of jobs in manufacturing, aerospace, telecommunications and information technology,

engineering services, scientific research and others.

To achieve these strategic goals, the DEDC is working on initiatives that:

• Create new tax and economic incentives for high technology industries as well as start-

ups and locally owned businesses;

• Improve Puerto Rico's regulatory and structural framework in order to enhance its

competitiveness as a destination for investment and the production of high-value goods

and services;

• Establish regional centers, or "poles," of economic activity throughout the island; and

• Grow critical sectors, including manufacturing, tourism, commerce and exportation, film and visual arts, banking and insurance.

Main Components of Economic Development

Puerto Rico’s education must be transformed to foster a maximum level of innovation &

technology that enables us to be globally competitive and thus reach the desired level of local,

national and foreign investment that allows the export of goods and services. Education: System

Transformation and Skills Promotion.

The education system is an essential component and is a key for economic development, so

there is the need to continually calibrate and align curricula and teaching methodologies to

ensure that they address the needs of local and international industries, and that we help

professionals in the work force to reinvent themselves, as they need.

Innovation: Solid Ecosystem for Entrepreneurship

In order to establish a healthy and sustainable ecosystem of innovation it is fundamental that

the projects of entrepreneurship respond to the needs of the market. PRDEDC will provide

Technical and Financial Assistance in areas like Market Needs; Applied Research; Incubators

Startups; Accelerator Startups; Substitution of Imports of Goods and Services.

Competitiveness: Structural Reforms

1. Structural Reforms: Labor Permits Tax Energy

2. Eliminate Requirement for Electronic Export Information (EEI) - Elimination of the

federal requirement for export, achieving an equal treatment in order for transactions to

and from the Island be more agile at a lower cost.

3. Incentives Code

a. Consolidates and rationalizes all economic incentives in a single code.

b. Establishes a uniform process for granting incentives.

c. Focus the resources on the incentives with Return of Investment

Investment: Tools and Opportunities

1. Federal Programs

a. New Market Tax Credits

b. EB-5 Program

c. Foreign Trade Zones

d. Insert PR in US treaties to avoid double taxation

2. State Initiatives

a. Invest Puerto Rico

b. Destination Marketing Org. (DMO)

c. Incentives Code

d. Infrastructure Plan

3. Investment Opportunities

a. Public Private Partnerships

b. Science City

c. Roosevelt Roads Redevelopment

d. Port of Las Americas

Efficient and effective use of incentives

1. Exports of goods for niche markets

2. Exports of services

3. Substitution of imports

4. Supply chain associated with exports and substitution of imports

5. Establishment of small businesses and start-ups

SMEs: Programmatic Commitments for Economic Development

1. Innovative SMEs

a. Designation of 10% of the Special Fund for Economic Development (FEDE) to

provide contributory incentives to SMEs that foster innovation in economic

sectors.

2. Maletín Empresarial de la Mujer

a. Program focused on supporting those Puerto Rican women who wish to develop

in the business world mainly in the areas of technology and innovation.

3. Additional Initiatives

a. Master Entrepreneurship

b. Business Intelligence and Entrepreneurship System

c. Entrepreneurship in Functional Diversity population

d. From School to Business

e. SME Food Sector

Structural Reform

• Act 1-2017 – The Participative Public Private Partnerships Act. Strengthens the P3 legal

framework to facilitate critical infrastructure investments and improve public services.

• Act 4-2017 – The Labor Transformation and Flexibility Act. Amends labor laws with the

intention of improving labor market competitiveness, improving the labor participation

rate, and halting the migration of citizens to external labor markets.

• Act 8-2017 – The Act for the Administration and Transformation of Human Resources in Government. Allows for the transfer of workers across the Government to save $100

million through mobility and attrition.

• Act 13-2017 – Enterprise Puerto Rico Act. Creates a not-for-profit corporation to promote the economic development of Puerto Rico, attract foreign direct investment

and incentivize investments in technology in collaboration with the private sector.

• Act 17-2017 – Act to Promote Puerto Rico as a Destination. Enables the creation of a

destination marketing organization (DMO).

• Act 18-2018 – Reforms, simplifies and expedites the permitting process in order to

improve quality and efficiency in processing requests for all permits, licenses,

inspections, complaints, certifications, consultations, or any other authorization that

affects in any way the operation of a business in Puerto Rico, including those issued by

municipalities.

B. STATE OPERATING SYSTEMS AND POLICIES

Workforce and labor market information systems

See next section.

1. THE STATE OPERATING SYSTEMS THAT WILL SUPPORT THE IMPLEMENTATION OF THE

STATE’S STRATEGIES. THIS MUST INCLUDE A DESCRIPTION OF–

Workforce and labor market information systems

The workforce and labor market information system (WLMI) established under section 49l-2 of

the Wagner-Peyser Act is administered by the PRDOLHR. The Department also maintains a

Bureau of Labor Statistics and a Research Division on Occupational Skills and administers the

Occupational Employment and Wages Survey, the Nonfarm Employment Survey, and special

surveys, studies and research. The products are readily available at

http://www.mercadolaboral.pr.gov/.

The PRDOLHR maintains a WLMI fully accessible for a range of customer groups, including job

seekers, employers and policymakers. State and local industry and occupational employment

projections are maintained for long-term (10 years) and short-term (2 years), as well as for

statewide and sub-state levels. The State uses the Local Employment and Wages Information

System (LEWIS), to derive staffing patterns for sub-state projections.

As required by USDOL, the PRDOLHR also produces a statewide annual economic analysis

report, an essential tool for strategic planning for WIOA and other workforce programs. The

report provides information and analyses that can support workforce planning and the process of making policy decisions for workforce development, education, economic development and

business engagement around sector strategies and career pathways initiatives.

The plan proposes to continue coordination with federal data producers to make sure Puerto

Rico is included in reports, series, surveys and statistical products that are available for other

state jurisdictions and are accessible through the USDOL websites. Among other, these include

the following products:

• Longitudinal Employer-Household Dynamics (LEHD). LEHD links employee and

employer records from an array of data sources (administrative records, demographic

surveys and censuses). LEHD’s principal product is its Quarterly Workforce Indicators

(QWI), which include employment, job creation, monthly earnings, and worker turnover

data by locale as well as by detailed industry, gender, and age of workers. Although all

50 states, the District of Columbia, Puerto Rico, and the U.S. Virgin Islands have joined

the LED Partnership, the LEHD program is not yet producing public-use statistics for

Puerto Rico.

• Business Dynamics Statistics (BDS). Provides annual measures of business dynamics (such as job creation and destruction, establishment births and deaths, and firm

startups and shutdowns) for the economy and aggregated by establishment and firm

characteristics.

• County Employment and Wages (QCEW). BLS produces this series from the Quarterly Census of Employment and Wages (QCEW) program. Wages represent total

compensation paid during the calendar quarter, regardless of when during that quarter

the individual worked.

• USDOE's State Assessment of Adult Literacy and State and County Estimates of Low

Literacy. The SAAL is conducted in conjunction with the National Assessment of Adult

Literacy (NAAL). Puerto Rico is not included in this report.

The Department of Education uses the Statewide Longitudinal Data System (SLDS) for K-12

levels throughout the jurisdiction with a clear component of the WLMI system that provides

increased visibility of data in the systems of primary and secondary education. The objective of

the SLDS is to contribute to improve the education policy and the operational decisions with

data related to the student's achievements over time. It also aims to establish the mechanisms of

organization, policies, procedures, systems and human resources necessary to perpetuate their

http://www.mercadolaboral.pr.gov/

use by those interested in education at all levels. An immediate result was to help improve the

ability to identify young people outside the school who need services from the workforce

system.

The system integrates data from the Student Information System of the DE (SIE, for its acronym

in Spanish), which collects information on all students enrolled in the public education system,

the Financial Information System (SIFDE, for its acronym in Spanish), data from the Special

Education Program, data on students who are Spanish learners, among other data.

The Adult Education Program is integrated into the Data Management Committee, which

coordinates the integration of the data collected in the Adult Information System (AIS) in the

access portal of the longitudinal system, which has facilitated access to the data of the program

and to improve the capacities for the presentation and analysis of the data necessary to support

the decisional process.

The Education Council collects, analyzes and disseminates detailed data on K-12 educational

institutions, vocational and technical institutions, and IHEs. Data available at:

http://cepr.cespr.org/ceprd/index.asp.

DATA, COMMUNICATION AND CASE MANAGEMENT SYSTEMS

Participant Record Information System (PRIS). The Department of Economic Development

and the Department of Labor and Human Resources of Puerto Rico, Title I-B programs, grantees

of UI, Wagner - Peyser Employment Services (ES), were allocated a grant of RSI-DWGs fund to

integrate our Title I-B, UI, Wagner - Peyser Employment Services (ES) to the workforce

information technology (IT) systems. The Puerto Rico database system is the Participant Record

Information System (PRIS) and entered on function on March 9, 2020. The technology solutions

include a common registration and case management across Title I and Title III programs. The

software solution for WIOA workflows, is in compliance with the Training and Employment

Guidance Letter (TEGL) 05-16, and the WIOA Participant Individual Record Layout (PIRL).

In compliance with the Section 116(d)(1) of WIOA and related federal guidelines, the system

consists in a multiuser web-based software based on the PIRL, including the validation rules

established by DOLETA and the reports related with the PIRL database. Its main function is to

comply with the three sets of validation rules (duplicate rules, valid values rules and logical

rules) reflected in the generation of a 100% error free, comma delimited text files (csv files)

based on the PIRL schemas for all the programs.

The software was developed according with the PIRL Schemas CSV files and will be used by the

sixteen programs included in PIRL.

State Wage Interchange System (SWIS). Puerto Rico signed the SWIS Agreement with

DOLETA, which incorporates all six WIOA core programs to exchange interstate quarterly wage

records. Since January 1, 2020, all Queries for Wage Data for all applicable programs are

processed through the SWIS Clearinghouse. The SWIS Agreement replaces the Wage Record

Interchange System (WRIS and WRIS2) Data Sharing Agreements previously executed by most

States. States signing the Agreement will be able to exchange interstate quarterly wage records

with any other State signing the Agreement to satisfy performance reporting requirements in

section 116 of the Workforce Innovation and Opportunity Act (WIOA).

The PR Department of Labor & Human Resource is the SUIA agency. “SUIA” is the state agency

that holds wage data, whether such agency also administers the state’s unemployment

insurance program. On the other hand, PACIA” is the Performance Accountability and Customer

Information Agency designated by the governor to be responsible for coordinating the state’s

http://cepr.cespr.org/ceprd/index.asp

program for assessing state and local program performance and evaluating training provider

performance. The PACIA are PR Department of Economic Development & Commerce – Access

PACIA; PR Department of Education – Access PACIA; PR Department of the Family – Access

PACIA; and the PR Vocational Rehabilitation Administration – Access.

MIP. The Accounting Information System (MIP) is used by the WDP to keep accounting data on

WIOA federal funds allocated to local areas, as well as disbursements to participants and

providers, and administrative and operational concepts of expenditure. All local board

(fifteen)provide the data required by the system, regardless the use of internal financial

information systems.

Claimants’ Services Web Portal. The system allows filing an unemployment insurance claim

online. Users can file an initial claim for unemployment benefits if they have worked in Puerto

Rico for at least two quarters within the last 18 months and became unemployed due to reasons

beyond their control. Any application submitted after 5pm, from Monday to Friday, will be

processed the next working day. Time to complete the application should not exceed 30 minutes. Also, claims are accepted by phone at (787) 945-7900, a service available during

regular working hours.

Adult Information System (AIS). The Puerto Rico Adult Education data collection reporting

system uses the Adult Information System (AIS) designed to help providers collecting, analyzing

and using data to identify and implement strategies to achieve expected levels of

performance. Current efforts are focused on the Adult Information System, which will

strengthen compliance with NRS requirements. The Adult Information System is an application

that manages the processing of information in the different functional areas; it complies with

the regulations and requirements of the Adult Educational System and manages the required

Federal reporting for the NRS System. The application allows for the simultaneous creation and

administration of locations independent of each other. It is web-based with an integrated

security protocol and conveniently designed in modules.

The application has the capability of generating transactions following a procedural flow with

requirements and authorizations for admissions, assigning staff, programming of courseware,

registration, creation of file documents, and academic matters. It also processes the electronic

filing of documents by capturing a variety of documentation already in the system, minimizing

in this way the filing of forms and conversion of documents to digital form within different

functional areas. Users can generate follow-up files in a digitally centralized way for each

functional area; reports are selected depending upon level of security access and the users’

functional roles.

Consumer Rehabilitation Information System (CRIS). The PRVRA maintains the Consumer

Rehabilitation Information System. It keeps data on services provided to applicants and

consumers, and the data required for federal and state reporting. CRIS is not currently

integrated with the PRDOLHR or the One-Stop systems. The case management capabilities of

the system have been updated to collect data on Pre-Employment Transition Services delivered

students with disabilities.

Job Banks. PR.JOBS is the PRDOLHR's official Job Bank. This resource, available to employers

and job seekers in general, is provided free of cost by Direct Employers as part of an agreement

to NASWA to provide such valuable tool to State Workforce Agencies. Direct Employers Job

Central is a web clearinghouse operated by Direct Employers where employers can post

available jobs and recruit eligible job candidates; job seekers may also search for job openings

and apply for employment.

Job Central uses the O*NET Autocoder to assign occupational codes. The Direct Employers uses

a version that has been upgraded extensively since the original and will not recode jobs

uploaded from a state workforce agency site unless they have a valid SOC/O*NET code assigned.

Upon registration in PR.JOBS a job seeker will have access to a vast network of employers and

can publish their resume online and get access to skills transferability tools like MyNextMove

and MySkillsMyFuture. A registered employer will find a network of jobseekers in search of

employment and can search their resumes online matching their job opportunity and allowing

them to extend an invitation for an interview totally transparent to the job seeker.

The implementation process of the new software for data collection and information

management is in its last phase of review. The PRDEDC expects to release the PIRL compliance

reports of the PRIS program on April 15, 2020. Currently there is no data on the programs, with

the new report it is expected to present the statistical information for the last four years. The

expected results are:

• Improved Service Delivery and Employment Outcomes for Dislocated Workers;

• More Effective Connections to All Available Services through Integrated Case Management;

• Prevention of Long-Term-Unemployment;

• Increased Early Intervention and Layoff Aversion;

• Increased Accessibility to Services through Automation and Self-Service; and

• Enhanced Identification of Service Delivery Needs.

AIS. The Adult Information System complies with the regulations and requirements of the Adult

Educational System and manages the required Federal reporting for the NRS System.

Vocational Rehabilitation Services. The PRVRA system collects data for the RSA-911 and

other federal and local reports. Whereas WIOA sets new performance indicators for the

program, CRIS will be undergoing adjustments in programming, so data can be recorded as

needed to measure compliance. Currently, the CRIS is not integrated into the system of other

core programs or the One-Stop Centers network.

The narrative did not provide enough information or description of the process for the title II AIS system. Puerto Rico must fully describe the data collection and reporting process for

all core programs at the one stop including title II. (Compliance)

The Department of Economic Development and Commerce (DEDC) has been transitioning to a

new information system that collects and reports on performance measures for Title I and Title

III programs. The implementation of this system is now in its final phase, and DEDC will be able

to submit quarterly and annual reports under WIOA requirements. With the integration of PRIS,

the AJC personnel provided the information required by the PIRL in its different phases of the

project. In particular, the data entry process was carried out during the first months of 2020. As

a result of the work interruption caused by COVID-19, the process took longer than

expected. Each AJC in Puerto Rico had the hard copy; it was a process of data entry into the

system. The reason why the reports have not yet been submitted is that the system's logic is

being validated and errors identified as preliminary reports are being corrected. As presented

in the action plan submitted to DOLETA in May 2020, in June, Puerto Rico would be presenting

the first report for the year 2018. However, once it has provided a year without errors, Puerto

Rico will begin to send the quarterly reports and the periods for which it had not yet submitted

reports. The expected results are:

• Improved Service Delivery and Employment Outcomes for Dislocated Workers;

• More Effective Connections to All Available Services through Integrated Case

Management;

• Prevention of Long-Term-Unemployment;

• Increased Early Intervention and Layoff Aversion;

• Increased Accessibility to Services through Automation and Self-Service; and

• Enhanced Identification of Service Delivery Needs.

A meeting will be arranged later with all WIOA partners to integrate them into the new PRIS

system. This system will avoid duplication and meet the participants who take services with the

various AJC partners. This work will support the objectives of integrating and reporting the

results of the entire workforce system.

The narrative did not provide enough information or description of the process for the title II

AIS system. Puerto Rico must fully describe the data collection and reporting process for all

core programs at the one stop including title II. (Compliance)

Procurement Process to Partners Data Base Integration

The PRIS technology solution includes a joint registration and case management across Title I

and Title III programs. The database complies with the Training and Employment Guidance

Letter (TEGL) 42-15, and the WIOA database ("Participant Individual Record Layout (PIRL). The

software was developed according to the PIRL Schemas CSV files and used by the sixteen

programs listed in PIRL, including Title II. Currently, PRIS will be used by the six WIOA core

programs.

The Puerto Rico Adult Education data collection reporting system uses the Adult Information

System (AIS) designed to help providers collecting, analyzing, and using data to identify and

implement strategies to achieve expected levels of performance. The AIS manages the required

Federal reporting for the NRS System. It is web-based with an integrated security protocol and

conveniently designed in modules. However, it is not integrated with the PRIS database.

Other partners, the PRVRA, maintains the Consumer Rehabilitation Information System. It keeps

data on services provided to applicants and consumers, and the data required for federal and

state reporting. CRIS neither, is currently integrated with the PRIS in the One-Stop systems.

DDEC is expecting to develop a procurement process, through a Request for Proposal (RFP))

seeking proposals for implementing a configurable integration platform to match data from

WIOA required partners to facilitate Workforce Innovation and Opportunity Act (WIOA)

common performance reporting and evaluation while maintaining the present legacy

applications and functionality of the Participant Record Information Layout (PRIS) system.

The focus on service integration enacted by the WIOA Act has motivated DDEC to consider ways

to link and allow tracing of participant data between partners, especially required programs, to

improve communication and reduce duplication of services with core programs.

DDEC and the WSDB recognize the opportunities to streamline and enhance services and

reporting procedures through data sharing. Activities are taking place at multiple points along a

spectrum that runs from complete isolation in data systems to full integration across partners.

That prevents any need for double data entry between these systems.

The state intends to have a comprehensive system of on-demand reports, utilizing data from a

common database, that allows state and local staff to view outcome at the state, regional, local,

and case manager level for Wagner-Peyser, WIOA Title I-B, Title II, TAA, and Veterans

Employment and Training Services.

The WIOA required partners at the state and local levels have engaged in initial discussions

regarding ways to streamline intake and service delivery and will incorporate their agreements

in their regional and local plans, as well as their MOUs and cost-sharing agreements. The

finalization of these plans and agreements will trigger a broad-based initiative to determine

how data systems can be integrated, or data can be shared across the various data systems of all

the required partners that participate in the workforce system over the next four years. The

DDEC supports data sharing and alignment at the state level by convening a data-sharing group

across state agency partners and at the local level. The DDEC is supportive of education and training on specific systems and will advocate for policy changes to establish data-sharing

agreements.

In addition to the programming required for the data sharing, the proposed service to be

presented in the RFP must include the Project Management integration project including:

• Evaluation of partner databases

• Assessment of partner infrastructure technologies

• Assessment of the systems or platforms used by each program/partner

• Define the scope of integration

• Develop alternatives for integration

• Data Interface (PRIS, CRIS, AIS, UI, Etc)

o Common Case Management

o Common Intake

o Reporting

o Support Services

• DDEC is searching to develop a common participant-level data tracking system that:

• Make an "interface" with the partner's information data

• track participants receiving services for each program among aggregated state-wide

data

• provides for co-participation in WIOA Titles;

• have up-to-date PII protection protocols in place; and

• Supports DOLETA Workforce Information Processing System (WIPS).

The expected RFP will be launch in September 2020, and the RFP number is RFP-DDEC-PDL-

2020-06. WDP currently have a RFP draft and the process will include a cost allocation among

the partners to pay for the integration platform.

2. THE STATE POLICIES THAT WILL SUPPORT THE IMPLEMENTATION OF THE STATE’S

STRATEGIES (E.G., CO-ENROLLMENT POLICIES AND UNIVERSAL INTAKE PROCESSES WHERE

APPROPRIATE). IN ADDITION, PROVIDE THE STATE’S GUIDELINES FOR STATE-

ADMINISTERED ONE-STOP PARTNER PROGRAMS’ CONTRIBUTIONS TO A ONE-STOP

DELIVERY SYSTEM

The State Board will review its policies to comply with the requirements under WIOA. In order

to bring all practices into compliance with WIOA and other federal regulations, the PRDEDC and

the State Board will establish in the next months the following local policies or guidance:

Table 57 - In-Process State Policies and Procedures

Policy Description Policy

Number

Expected

Date

1. Cash Management Policies and procedures for cash

management

TBD April

2020

1. Cost Allocation Policies and procedures for cost allocation TBD April

2020

1. Closeout Federal Grant Policies and procedures for Closeout of

federal grants

TBD April

2020

1. Payroll base on budget Policies and procedures for payroll base

on budget

TBD April

2020

1. Financial Reporting Policies and procedures for financial

reporting of federal grant

TBD April

2020

1. Trade Adjustment

Assistance

Requirements when approving Trade

Adjustment Assistance (TAA) Training for

petitions.

2020-001 March

2020

1. On the Job Training This policy provides guidance regarding

the limitations and eligibility of

individuals to participate in On-the-Job

Training (OJT) opportunities.

TBD March

2020

1. Roles and

responsibilities of

directors, local boards

and elected officials of

the One-Stop Centers

Establish the roles and responsibilities of

the actors involved in the fiscal and

programmatic areas in the One-Stop

Center.

TBD April

2020

1. Case management Provide guidance for carrying out case

management interventions (eligibility,

referrals, training activities, employment,

etc).

TBD April

2020

1. Local Board

Certification

Policy for compliance with local board

certifications.

TBD April

2020


Number

Expected

Date

1. Local area designation To provide guidance and process for the

designation and subsequent designation of

Workforce Development Areas.

TBD May 2020

1. Youth Program

Guidance

Guide to define concepts, eligibility, and

other aspects related to the youth

program.

TBD May 2020

1. Expense requirements Policy to determine requirements for the

expenditure level of training activities.

TBD May 2020

1. Rapid Response Políticas para intervenir en asuntos de

respuesta rápida a nivel Estatal

TBD May 2020

1. Customized training This policy provides guidance to the Local

Areas as they implement Customized Training for the Adult and Dislocated

Worker programs.

TBD May 2020

1. Conflict of interest This policy is established to provide

direction for sub-recipients, contractors,

staff and board members of Puerto Rico

Local Workforce Development Boards in

order that business can be conducted

within the guidelines that will prevent

actual, potential, or questionable conflicts

of interest.

TBD April

2020

1. Policy on recapture and

reallocation of funds

This policy describes the reallocation and

recapture of local area Workforce

Innovation and Opportunity Act (WIOA)

allocations for youth, adult, and dislocated

worker activities.

TBD May 2020

1. WIOA Operational

Guidelines

Guidelines about basic services, training

services, Individualized career services,

case management, rapid response and

other operational regulations of WIOA

No

number

required

May 2020

1. Local Areas Designation WIOA policy requirements for establishing

local areas.

TBD May 2020

1. Composition of Local

Boards

WIOA Standard Requirements for Boards TBD May 2020

1. One-Stop Center

Certification

Policies and procedures for the

certification of One-Stop Center

TBD May 2020

1. State Apprenticeship

Implementation Guide

Policies and procedures for establishing a

State Apprenticeship Agency

TBD June 2020


Number

Expected

Date

1. Local Board Cost

Allocation Guidance

Guidelines about cost allocation

procedures for all Local Board.

TBD June 2020

1. Access to information Policy to provide to the public (including

individuals with disabilities) access to

meetings of State Boards and local boards,

and information regarding activities of

State Boards and local boards, such as data

on board membership and minutes.

TBD June 2020

1. Accessibility to

individuals with

disabilities

Policy to ensure the physical and

programmatic accessibility of all One-Stop

Centers with the individuals with

disabilities.

TBD June 2020

The narrative does not have policies or processes addressing one-stop partner programs

contributions to a one-stop delivery system. Puerto Rico states that these guidelines will be

added in the next few months. However, States must establish a policy to addresses the

handling of One-stop partners’ contributions including the application of the State Funding

Mechanism and statutory caps. Such policy or process should also identify the time frames

and deadlines for local areas to negotiate and incorporate infrastructure funding

agreements (IFAs) into their local MOUs. (Compliance)

Puerto Rico did not describe their co enrollment and common intake processes for LWDAs

and AJCs staff. Additionally, Puerto Rico did not include the MOU/IFA policy. Puerto Rico

must include the co enrollment and common intake, and MOU/IFA policies and procedures

(Compliance).

The WDP developed the public policy WIOA- 01-2017, Process to Develop the

Memorandums of Understanding, issued on April 24, 2017, distributed to the presidents of

the Local Boards, CEO, and Partners of the AJC. It establishes the legal basis and process for

Local Boards and partners to negotiate memorandums of understanding. The policy includes as

attachment the Guide to the Preparation of the Infrastructure Financing Agreement (IFA)

and Resource Allocation, prepared using as reference the TEGL 17-16, Infrastructure Funding

of the One-Stop Delivery System. The WIOA-01-2017 policy sets the parameters for negotiation

and the content that the agreement should have. The development of local memorandums is

based on the state agreement signed by the grantees of the partner programs of the system.

The policy includes the legal reference, a definitions section, purpose, MOUS content, stages of

the negotiation process, roles and responsibilities, and the guidelines for the development of

infrastructure costs agreement. The next section shows a summary of the most relevant

information on the policy.

The purpose of the MOU is to provide information on the relationship between the Local Board,

the AJC Operator, and the One-Stop System's partners. The Local Board and the partner

negotiated the MOU to ensure that the following WIOA principles are implemented:

1. Universal Access: All clients, including those with barriers to employment, will have

access to job search, training, and occupational services in all -AJCs and will also be

provided with information leading to decision-making targeting career development

and the employment market.

2. Service in the One-Stop System: All clients can explore career development and job

preparation services and access information on employment opportunities.

3. Individual Choice: Customers will be able to choose from a variety of career, skills,

employment, and training information to get the services and skills they need to

increase their employability opportunities, based on individual needs, which will be

nurtured by the advice and escape of CGU-AJC staff.

4. Regional Development: Create a labor development system that promotes the regional

labor market's skills and improves the economic development of the Region and Local

Area. Services such a comma, tax credits, incentives, and labor market information, must

be accessible within the UGC-AJC.

5. Cost-efficiency: All customers have to have access to a system that minimizes costs,

promotes the participation of employers and job seekers who use the system and so that

services do not double

6. WIOA emphasizes full and active collaboration, good-faith negotiation, and the best

agreement between the parties regarding services, costs, resources, and other

provisions related to the best and most efficient Single Gesti6n System what is required

by law and other applicable regulations.

MOU must contain at least the following information:

1. Description of the services to be provided through the AJC, including how those services

will be coordinated and provided.

2. A fiscal plan on how the costs of services and system operation will be subsidized,

including infrastructure costs, operational cost and hared costs.

3. Methods for referral of individuals between the operator/ is of the UGC-AJC and

partners for the service and activity concerned.

4. Methods to ensure that the needs of workers, youth and individuals with barriers to

employment, including individuals with disabilities, are addressed through the

provision of appropriate services, including access to technology and materials that are

available in the UGC-AJC.

5. Description of the reports that each partner must produce under the program/agency

regulation it represents concerning the services it provides in the UGC-AJC, who and

how he will be responsible for collecting and submitting the required information.

6. Description of the services to be provided through the AJC UGC, including how those

services will be coordinated and provided.

7. The duration of the MOU and the procedures for amending and/or reviewing it.

8. Guarantees that each MOU will be reviewed, at least every three (3) years so that

appropriate funds are allocated, and the provision of services is ensured.

9. The MOU must be updated in a period of not more than three (3) years to reflect any

changes in signers and cost-sharing.

10. If a partner using the process described in section 678.750 of the WIOA Final Rule

appeals the determination of the infrastructure cost assigned to be assumed, resulting in

some change in the WIOA's contribution to infrastructure costs, the MOU must be

updated to show such determination.

11. The determination of the format that the MOU will have is of the Local Board, also

complying with the requirements set out in section 678.500 of the WIOA Interpretative

Regulations and with any other provisions by the State.

12. The MOU may contain any other provision agreed by the parties, which must be

consistent with WIOA Title I and its Regulations, Laws and regulations related to

programs administered by partners and other applicable legal regulations. Such

additional provisions may not be contravened with the provisions of this Circular

Charter.

Availability of Career Services and Employer Services

1.

a. Basic career services will be universally available to the entire population.

b. Each partner is responsible for the provision of the services corresponding to

the program or agency they represent.

c. Career services are detailed in section 678.430 of the Final Rule. Also, section

678.435 describes the services to employers to be available in the AJC.

d. Mainly, employers' services fall into two categories:

i. Participation and Commitment- Educate and provide general

information to employers on how the services in the AJC can represent

solutions to their challenges or needs in terms of the employment of

qualified personnel.

ii. Business Services- develop customized strategies based on their profile

to determine the needs of employers in a way that addresses the

challenges related to Recruitment, Employment, Training, Closures, and

Layoff

2. Multi-Barrier Employment Population Services - Partners must ensure that services are

available to individuals with barriers to employment.

3. Continuous Improvement and Duplication of Service

a. All partners will participate in the process of programmatic review and

continuous improvement to offer the best services, avoid duplication, and

consider an innovative approach to the delivery of services.

b. Partners will participate in the day-to-day development and improvement of the

system's procedures, policies, and operational administration and the Single

Management Center.

c. To ensure that services are responsive to community needs, partners will

interview customers for feedback related to satisfaction with the service and

care provided at the CGU-AJC. Tools will be developed to measure continuous

improvement and avoid service duplication:

1. Evaluation Sheet- to be administered among all AJC staff, including partners, every three

months. This Evaluation Sheet shall consider the delivery of services, referral processes,

among others.

2. Customer Service Survey- which will be administered every three (3) months by the -

AJC Operator to participants. To do this, the operator will choose a statistic sample

corresponding to 35% of the total daily average participants.

3. The results of these tools will be taken into account to measure the effectiveness and

efficiency of AJC processes and services.

1. Performance Measure - All partners will work together to achieve and exceed the

Performance Measures negotiated with DOLETA.

2. The AJC operator will report on the progress of these measures, and all partners will

discuss alternatives to mutually achieve performance, to make the negotiated rates, and

share responsibility.

3. Common Operating System - All partners will integrate in the common operating system for the taking of information, evaluation, referral and monitoring of participants in the

UGC-AJC.

4. Priority of Service: All employment and training programs or partners, subsidized with

federal funds, and administered by AJC partners will observe a preferred system for

people with disabilities, veterans, pregnant women, people over 65, and other priority

population.. Employment and training opportunity must be provided to such population

and/or other eligible persons as established by federal and State laws and federal

policies applicable to the grants

Infrastructure Funding Agreement (IFA) and Resource Allocation Guidelines

The Infrastructure Funding of the One-Stop Delivery System (AFI) and Resource Allocation

Agreement Guidelines was prepared using TEGL 17-16, Infrastructure Funding of the One-Stop

Delivery System. The WIOA-01-2017 policy sets the parameters for negotiations of one-stop

center cost allocation. The allocation and distribution among AJC core programs, infrastructure

costs, are governed by WIOA Section 121(h), its Final Regulations and the Federal Cost

Principles contained in the Uniform Administrative Requirements, Principle Costs, and Audit

Requirements for Federal Awards of 2 CFR part 200 (Uniform Guidance).

1. All programs must contribute to infrastructure costs and certain additional costs,

comma required by 20 CFR 678,700 and 678,760, 34 CFR 361,700 and 361,760 and 34

CFR 463,700 and 463,760. Under federal cost principles, a member's contribution must

be a reasonable, necessary, and assignable cost to the program.

2. The Guide describes the governor's responsibilities, the State and State board, the Local

Board, CEOs, and partners to determine infrastructure costs and their roles in the

development of Local Financing Mechanisms (LFMs) and State Financing Mechanisms

(MFS).

3. All costs incurred in the operation of the AJC must be allocated in compliance with

federal cost principles and using an accepted cost allocation methodology. These

methodologies should be described in an Infrastructure Financing Agreement (IFA),

which each Local Board must submit to the State along with the Memorandum of

Understanding and The Local Plan.

4. The IFA must be certified and approved by the AJC Operator and each required and

optional partner.

5. Consistent with the 20 CFR 678,755, 34 CFR 361,755 and 34 CFR 463,755, the IFA must

include the following elements:

a. the validity of the IFA (which may be different from the MOU's validity);

b. identification of the infrastructure cost budget, which is a component of the

AJC's operational budget;

c. identification of all AJC partners, the CEO(s) and the Local Board participating in

the IFA;

d. a description of the process for periodic review and modification to ensure

equitable benefits between partners in the agreement;

e. information on the Local Board's measures, the CEO(s) and the core partners to

reach consensus or ensure that the Local Area followed the state financing

process (SFM);

f. a description of the process to be used among partners to resolve infrastructure

financing issues during the MOU's duration, in cases where no consensus is

reached.

Infrastructure Financing Mechanisms

Infrastructure costs can be financed through two methods, the Local Financing Method (LFM)

and the State Financing Method (SFM). The LFM method allows flexibility to the Local Board

and partner programs to establish the design and allocation of funds through consensus. The

intention of the LFM to make a good-faith effort to reach agreement in the development of an

AFI. On the other hand, the SFM is thinking about it as an alternative when the required

consensus between the Local Boards and partner programs is not achieved.

AJC Operational Costs

The AJC budget should contain a base budget, which is based on the individual budgets that

distribute in two types of costs specifically described in the Rule: (1.) the Infrastructure Costs,

defined in WIOA's 121(h)(4); and (2.) the Additional Costs, which consist of operating costs and

cost of shared services that are related to the operation of the AJC (but do not constitute the

infrastructure costs), described in Section 121(i) of WIOA. Specific references on infrastructure

costs can be found in sections 20 CFR 678,755, 34 CFR 361,755, and 34 CFR 463,755

1. Infrastructure Costs -Infrastructure costs are defined as the overall operating costs of

the AJC, not related to the payment of human resources (salaries, or marginal benefits,

among others), and may include the rental of physical facilities, utilities and

maintenance, equipment (including products related to evaluation and technological

assistance for persons with disabilities) and technology to facilitate access to the JJ

(including planning activities and candidate search (outreach)) and may include the

costs associated with establishing the identifier American Job Center (AJC) and related

materials, as defined in Uniform Guidance 2 CFR 200.94, necessary for the operation of

the center. Include:

2. Non-personnel costs - Non-personnel costs are all costs that are not compensation for

personal services

3. Personnel costs -. In contrast to non-personnel costs for the one-stop system,

personnel costs include salaries, wages, and fringe benefits of the employees of partner

programs or their sub-recipients, as described in 2 CFR 200.430 (Compensation –

personal services) and 2 CFR 200.431 (Compensation – fringe benefits) of the Uniform

Guidance.

4. Additional Costs- One-stop partners must share in additional costs, which must include

applicable career services, and may include shared operating costs and shared services

necessary for the general operation of the one-stop center

5. Career Services - One-stop partners must ensure that at least some career services,

described in WIOA sec. 134(c)(2), are provided at the one-stop center.

6. Shared Operating Costs and Shared Services - One-stop partners may also share

other costs that support the operations of the one-stop centers and the costs of shared

services. The costs of shared services may include initial intake, assessment of needs,

appraisal of basic skills, identification of appropriate services to meet such needs,

referrals to other one-stop partners, and business services (WIOA sec. 121(i)(2), 20 CFR

678.760, 34 CFR 361.760, and 34 CFR 463.760).

Funding Types and Sources.

Funding for infrastructure costs and additional costs, such as shared costs and shared services,

may be in the form of: (1) cash, non-cash, and third-party in-kind contributions; (2) funding

from philanthropic organizations or other private entities; or (3) other alternative financing

options, as described in WIOA sec. 121(c)(2)(A)(ii) and 20 CFR 678.715, 34 CFR 361.715, and

34 CFR 463.715. The infrastructure funding may be from funds classified as administrative,

program, or both, depending on the partner program’s requirements.

Uniform Guidance – Federal Cost Principles

Any cost paid for with federal grant funds must comply with Subpart E, Federal Cost Principles

of the Uniform Guidance at 2 CFR part 200. The Federal Cost Principles, applicable to one-stop

partners that are Federally-funded, provide general guidance for developing cost allocation

methodologies and determining if contributions towards infrastructure costs and additional

costs are necessary, reasonable, and allocable to their program based upon relative benefits

received. Additionally

Proportionate Use

Proportionate use refers to a partner program contributing its fair share of the costs

proportionate to: (1) the use of the one-stop center by customers that may include reportable

individuals and participants in its program at that one-stop center; (2) the amount of square

footage occupied by the partner program in the one-stop center; or (3) another allocation base

consistent with the Uniform Guidance.

Relative Benefit

The process of measuring the benefit of a program must use reasonable methods and is related

to the benefit received by the partner at the center.

Partner Programs with Multiple Grant Recipients

In this situation, each contracted grant recipients must contribute to infrastructure

Cost Allocation

Cost allocation is based on the premise that federal programs must have an equitable

proportion of cost-sharing, based on the benefit received by each program.

1. Definition of Allocation of 2 CFR 200.4

It is the process of assigning a cost or a cost group, to one or more cost objectives, in reasonable

proportion with the expected benefit or other equitable relationship. The process can involve

assigning a cost directly to a final cost goal or through one or more intermediate cost goals.

1. Assignable Cost

The 32 CFR 200,405 details the criteria for determining assignable costs under a federal

program.

1. Allocation Methodologies.

In the development of the methodology, the partners: (1) determine the infrastructure costs

budget and the budget(s) for additional costs, which must include career services and may

include shared services and shared operating costs for a particular comprehensive one-stop

center; (2) determine which methodologies are reasonable and acceptable; and (3) from the

acceptable methodologies, select the methodology (or methodologies) that will be applied to the

different cost categories. Partners should focus on identifying methodologies that most

effectively allocate costs based upon proportionate use and relative benefits received by the

partners.

1. Allocation Bases

When costs cannot be directly assigned to a final cost objective, the costs are placed in a pool

that will be allocated later to the benefiting partner programs.

1. Inputs

The inputs are the most commonly used allocation bases for the resources used in a process,

activity, or service. Using inputs, the cost is allocated at the same time it is incurred and the

usage must be documented. Examples of input bases include: (1) staff time allocated on the

basis of timesheets and time distribution records; (2) facilities allocated on the basis of square

footage; (3) accounting services allocated on the basis of transactions; and (4) equipment or

supplies allocated based on usage.

1. Outputs

The Departments consider outputs to be the results of an activity or service. Examples of output

allocation bases include: (1) participants and reportable individuals under a specific program;

(2) number of customers who are obtaining employment after self-directed job search; and (3)

number of customers receiving a specific career service.

Basic Cost Allocation Principles

1. Allowable Costs

To be allowed, a cost must be necessary and reasonable for proper and efficient administration

of the program. To reduce the risk of expense accumulation and be responsible for unintended

costs, the planned program expenses, the terms and conditions of the delegation of funds, and

the applicable regulations should be carefully reviewed before incurring any cost of a program.

1. Reasonable Costs

For a reasonable cost, the cost must not exceed the costs that would be incurred by a prudent

person under the same circumstances. In order to determine the reasonableness of a given cost,

consideration should be given to:

1. Whether the cost is of a type generally recognized as normal and necessary for the

operation of the organization or the management of the assignment.

2. The requirements or restrictions imposed by factors such as generally accepted

business practices, state and federal laws, regulations and terms and conditions of the

allocation

3. If the individuals and/or parties concerned act prudently within the circumstances,

taking into account their responsibilities to the organization, its members, employees,

customers, the general public and public interest.

4. Important deviations from established organization practices that can unreasonably

increase operating costs.

1. Assignable Costs

For a cost to be assignable to a given cost objective, other costs incurred for the same purpose

must be treated as constantly treated in similar circumstances. Any cost assignable to a

particular fund, grant, or assignment or other cost objective, under these principles, may not be

changed to other federal grants or allocations to cover funding deficiencies, to avoid restrictions

imposed by law or assignment contract, or for other reasons.

However, this prohibition is not a limitation on cost change that is allowed under two or more

allocations under existing agreements within the programs.

1. Benefits

Benefit measurement is a critical requirement and central task to perform under a cost

distribution. Costs are assignable to a particular cost target considering the expected benefits

from that cost goal

When direct benefit measurement cannot be done efficiently and effectively, then it is

appropriate to group this type of costs into a cost pool, to subsequently make a distribution. The

allocation basis should be the mechanism used to allocate combined costs (pool) to final cost

targets. Partners must be careful that the selected base does not distort the expected results.

Cost Allocation Plan (CAP) - Method for Documenting Cost Allocation

The CAP is the method by which an organization identifies, group, and distributes the direct and

indirect costs allowed in grants and contracts. Accounting records are the evidence required to

justify all expenses included in a cost-sharing plan. The CAP must include at least the following

elements:

1. An organizational chart that identifies all partners, type of services and staff functions

2. A description of the types of services and programs delivered at the center.

3. A copy of the official budget that includes all the costs to operate the AJC

4. A description of the methods used in allocating expenses for each cost objective that

includes the following:

a. A narrative description of the methodology for the allocation of expenses for

each cost objective

b. An overview of direct costs and cost types,

c. A list of indirect costs, pool costs, basis for the allocation of each pool cost type,

and supporting documentation for each allocation base.

d. A summary of the allocation of the costs of the core services allocated for the

operation of the AJC

e. A certification from the AJC operator that the cost allocation methodology has

been prepared in accordance with the guidelines and instructions given by the

State. If the AJC wishes to certify your PAC, you can use a certification statement

developed by the Local Board.

Factors to Develop a PAC

1. Simple - use the most straightforward and least expensive method possible, based on a

measure to calculate the relative benefit are expect to receive, which can produce an

equitable allocation of costs between programs.

2. Replicable - the process that unfolds must be replicable at any time

3. Consider Available Resources - it is essential to consider the structure and capabilities

of the accounting system in the design of a cost allocation process.

4. Make changes wisely - Making changes to the CAP that result in a retroactive

redistribution of costs to the cost objective, would be permissible only when the change

results in a more equitable distribution of costs. Such changes in the allocation

methodology must be received by the necessary, justified, and documented prior

approvals.

Example of a Cost Allocation Process

The Guide includes a practical example showing cost estimates based on square feet, pool cost

objective of physical facilities, number of expected participant’s equipment costs, and wages.

Certification of the AJC Infrastructure Financing Agreement

1. It is a matter of certifying that in the CAP, the included expenses are correctly allocated

in accordance with the rules and regulations established for the use of WIOA funds

2. Costs presented in the CAP have been duly negotiated and reviewed for AJC's partners,

and they are fair and reasonable, considering the contribution of each partner to the

operation of the center and the provision of services.

3. It includes the signature of the persons responsible for negotiating the CAP and the date

of certification of the agreements.

3. STATE PROGRAM AND STATE BOARD OVERVIEW

A. STATE AGENCY ORGANIZATION

B. STATE BOARD

The Puerto Rico Workforce Board operates in accordance with the Federal Workforce

Innovation and Opportunity Act and local regulations. The Board's responsibility is to lead

strategic efforts in Puerto Rico to strengthen and develop the workforce system. Representation

on the Puerto Rico Workforce Board is mandated by federal and state law. The board includes

representation from government agency leaders, elected officials, private sector

representatives, and other representatives of Puerto Rico's workforce. Most of the board

member are private business representative.

I. MEMBERSHIP ROSTER

Table 58 - PR State Workforce Board Members

Member Name Affiliation Organization

Wanda Vázquez

Garced

Government Representative Governor, Puerto Rico

Carlos Méndez Government Representative President, Puerto Rico Representatives

Chamber

Miguel Romero Lugo Government Representative Senator, Puerto Rico

Manuel A. Rivera

Laboy

Government Representative Secretary, Department of Economic

Development and Commerce

Eligio Hernández

Pérez

Government Representative Secretary, Puerto Rico Department of

Education

Briseida Torres

Reyes

Government Representative Secretary, Puerto Rico Department of Labor


Luis Fernández

Trinchet

Government Representative Secretary, Puerto Rico Department of

Housing

Eddie García Fuentes Government Representative Acting Secretary, Puerto Rico Department of

the Family

Madeline Hernández

Dipiní

Government Representative Vocational Rehabilitation Administrator

Rosachely Rivera

Santana

Government Representative Mayor, Gurabo Municipality

Felix Delgado

Montalvo

Government Representative Mayor, Cataño Municipality

Emilio Colón Zavala Business/Industry

Representatives

ECZ Group

Nelson Ramírez Business/Industry

Representatives

Secure Tech Group

Coral Cummings Pino Business/Industry

Representatives

Walgreens Puerto Rico

Vanessa de Mari

Monserrate

Business/Industry

Representatives

F&R Management Services LLC

Jorge Capó Matos Business/Industry

Representatives

American International Plaza

Sonia Navarro

González

Business/Industry

Representatives

Brodersen Enterprise of P.R.

Luz Disla Peña Business/Industry

Representatives

Finanzas al Día, Inc.

Lymaris Otero Cruz Business/Industry

Representatives

Asociación de Comercio al Detal, Inc.

Carl Leyva Ramos Business/Industry

Representatives

Carl Leyva & Asociados, Corp.

Michael Pabón Rivera Business/Industry

Representatives

CIC Construction

Umberto Donato

Solis

Business/Industry

Representatives

DDD Group

Christian González

Ortiz

Business/Industry

Representatives

Wovenware, Inc.

Peggy Abreu

Albarrán

Business/Industry

Representatives

Honeywell


Elizabeth Alonso

Quiñones

Business/Industry

Representatives

Hidroponistas de Puerto Rico

Luis Burés Martínez Business/Industry

Representatives

Puerto Rico Aqueduct and Sewer Authority

(PRASA)

Irba Batista Cruz Workforce Representatives Secretary of the Central Federation of

Workers

Alexis Torres O’Farril Workforce Representatives Construction Inspector, PRIDCO

Mildred Huertas Workforce Representatives Rector, Ana G. Méndez University

Osvaldo Ubiñas

Nieves

Workforce Representatives Director, Ramey Job Corps

Olga Ramos

Carrasquillo

Workforce Representatives President, Boys & Girls Club Puerto Rico

John Vigueras Ortiz Apprenticeship

Representative

President, LiUNA-Puerto Rico District

Council

Note: Board vacancies are pending Governor’s appointments.

The State Board composition will be evaluated by the Governor of PR, once the COVID -19

emergency has been stabilized, to meet the number of private sector members that are

required. Right now, most of the businesses and industries, the primary source for recruiting

people committed to the workforce system, are focusing their efforts on restarting operations

and addressing the economic situation of the pandemic. It is extremely difficult in this situation

to identify individuals from the private sector to belong to the state board. However, the DDEC

as representative of the Governor, continues to carry out the necessary assessment to identify

potential members to fulfill the composition required by WIOA. Once the required recruitment

is completed, ETA will be notified for the corresponding evaluation.

II. BOARD ACTIVITIES

The development of the plan is a task that the State Board accomplishes with the collaboration

of and interagency committee integrated by core and required partners and a year-round

working agenda. The role and responsibilities of the State Board are defined by WIOA, local

statute and its internal regulations. The latter establishes subcommittees and working groups in

connection with technical and particular issues. Among these: Strategic Planning and Budget

Committee; Private Sector Liaising Committee; Evaluation, Monitoring and Auditing Committee;

Entrepreneurship Committee; Continued Improvement Committee; and the Executive

Committee.

The State Board is also responsible for assisting the Governor with additional functions

designated by WIOA. These include:

• Developing and implementing the State Unified Plan and performance measures;

• Developing/expanding strategies for partnership in in-demand sector/occupations;

• Developing and aligning policies;

• Developing and continuously improving the one stop delivery system; and

• Developing policies and guidance on one stop partner role and resource contribution.

4. ASSESSMENT AND EVALUATION OF PROGRAMS AND ONE-STOP PROGRAM PARTNERS

A. ASSESSMENT OF CORE PROGRAMS

Please, refer to section II(b)(4), above.

Title I-B

The State will continue to assess the program based on the results of fiscal and programmatic

monitoring, and customer satisfaction surveys, and the analysis performance and accountability

measures.

Adult Education

Section 212 of WIOA requires a description of how the eligible agency will evaluate annually the

effectiveness of the adult education and literacy activities based on the performance measures

described in section 116. The evaluation will address the extent to which local providers have

implemented each of the thirteen required activities specified in Section 231 and will focus in

two key features: a formative evaluation is conducted to assure quality of program management

by tracking the effectiveness of program development and implementation; followed by a

summative evaluation that documents the educational impact on learners, and determines the

extent to which populations specified in the State Plan are served.

The project staff, together with the evaluator, design and formalize the evaluation plan. The

evaluation tasks are divided into the following tasks:

• Documenting the project's implementation process;

• Periodically aligning program elements with program goals;

• Monitoring outcomes and impact;

• Following-up on studies of former participants;

• Measuring the effectiveness of teacher training; and

• Assessing the extent to which adult education goals and objectives of individuals with barriers to employment and ensuring their access, and other special populations have

been met.

The evaluation plan will yield both quantitative and qualitative data, needed to assess the

efficiency and effectiveness of the program’s functions and services. The program evaluator will

utilize a combination of strategies, which include but are not limited to Pre and post inquiries;

Surveys; Interviews; Standardized tests; Placement tests; Attendance records; Observations;

and Questionnaires.

The product of the evaluation will include:

• Applicable information about the effectiveness of the Section 231 grant program

• Characteristics of the adult learners

• Improvements in literacy levels and educational gains of learners

• Analysis of learner goal attainment

• Outcomes of performance standards

• Services provided

The outcome reports will include the new requirements of the National Reporting System

(NRS).

Pursuant to Section 116 of the Adult Education and Literacy Act, each local provider must

report student progress measures obtained from all students who have attended at least twelve

(12) hours of instruction in programs receiving Section 231 federal supplemental funds. The

evaluation activities will require local providers to:

• Collect and analyze student performance and program improvement data;

• Determine performance levels on standard and core indicators;

• Identify needs and support services; and

• Implement continuous improvement initiatives to meet performance levels for standards and core indicators.

Documented progress of student performance measures must include at a minimum:

• Literacy skill level improvements in reading, writing, and speaking the English

Language, English language acquisition, problem solving, numeric, and other literacy

skills;

• Placement in, retention in, or completion of post-secondary education, training, or unsubsidized employment or career advancement;

• A secondary school diploma or its equivalent; and

• Attainment of student learning goals.

All participating local providers will be required to maintain individual student records for all

students who have attended 12 hours of instruction. Each record must contain:

• Student identification and Intake information;

• Demographic data;

• Attendance data;

• Assessment data;

• Attainment data; and

• Other relevant information as specified by the data management system.

Monitoring of providers

The Puerto Rico Department of Education Adult Education Services continues to promote its

comprehensive accountability system to determine program effectiveness and measure the

progress of local providers towards continuous improvement. The agency reviews program

delivery strategies, processes, and evaluation data in order to support and improve the literacy

services provided and to optimize the return of the investment of federal funds in adult

education literacy activities.

Monitoring processes include risk monitoring to determine that the allocated funds are used

efficiently; monitor files to validate that local programs meet the eligibility criteria of the

participants; and programmatic and fiscal monitoring. Said monitoring activities will be carried

out each school year, in order to demonstrate compliance with the applicable program

regulations. The monitoring effort will continue throughout the Plan and will include:

• Mid-year Reports - The Puerto Rico Adult Education Program requires all local

providers to submit quarterly reports that reflect participation levels for the first three

months.

• Annual Program Evaluation - The Program conducts continuous comprehensive

program evaluation. This evaluation includes all participating local providers and uses

surveys of all local providers, on-site observations and interviews. It provides

recommendations for state level planning and development activities for the following

year. It will also identify the best practices and emerging needs in conjunction with the

training and technical assistance needed for local providers to establish high quality,

effective instructional programs to the targeted populations specified in the State Plan.

• Student Follow-up - The Adult Information System's report submitted to the USDOE will reflect the grantee’s progress in achieving the objectives in the application of the

program and the effect of the program on participants served.

Vocational Rehabilitation

The agency will assess its performance accountability measures, described in section 116(b) of

WIOA, through:

• Reports on WIOA indicators based on data gathered through the case management

system;

• Satisfaction surveys to customers, employers and Community Rehabilitation Programs;

• Compliance with strategies established in the VR Portion of the Plan; and

• Internal programmatic monitoring.

In order to collect data for the WIOA performance indicators, PRVRA staff will follow-up on

customers and also request data on employment and wages records from other agencies.

Puerto Rico did not provide information for this section due to unexpected technology

issues that affect the State’s ability to submit the Quarterly PIRL Reports. Puerto Rico has

not reported for the past 1.5 years for any ETA program due to the lack of a WIOA

management information system. Additionally, Puerto Rico did not describe how other

One-Stop delivery system partner services included in the plan will be assessed each year.

(Compliance)

PRDEDC requested a waiver for statewide required activities described in WIOA Sections

129(b)(1)(A) and 134(a)(2)(vi); to conducting evaluations under section 116(e) of activities

authorized under this chapter and chapter 3 in coordination with evaluations carried out by the

Secretary under section 169(a). The approval of this waiver expires on June 30, 2020. As

previously described, Puerto Rico submitted to the USDOL the "Puerto Rico Reporting Action

Plan" with the different phases of the project and the steps that have been carried out and

others that are in the process of being carried out. The implementation phase of the new PRIS

technology information system is expected to be completed by June 2020, under WIOA

requirements. The completion date coincides with the deadline set out in the waiver.

B. ASSESSMENT OF ONE-STOP PARTNER PROGRAMS

Due to unexpected technology related issues that affects Commonwealth’s ability to submit the

Quarterly PIRL Reports, the PRDEDC requested in 2018 an extension in order to not be

considered failing to report according to Section 116(f)(1)(B) of WIOA. At this moment, our

software is in its last phase of revision and is expected to be ready in March of this year. We will

be able to report reliable and accurate data on program performance from the second quarter of

this year.

Puerto Rico did not provide information for this section due to unexpected technology

issues that affect the State’s ability to submit the Quarterly PIRL Reports. Puerto Rico has

not reported for the past 1.5 years for any ETA program due to the lack of a WIOA

management information system. Additionally, Puerto Rico did not describe how other

One-Stop delivery system partner services included in the plan will be assessed each year

(Compliance)

On May 25, 2020, Puerto Rico submitted to the USDOL an Action Plan involving the different

phases that were being worked on to achieve the PRIS report. This Action Plan was prepared

based on a planning process with the local areas of Puerto Rico. On July 3, 2020, Puerto Rico

completed the third and fourth quarters of the 2018 performance report, both quarters

remaining to complete the 2018 program year. An evaluation of the errors generated by PRIS

was conducted for each local area to achieve the 2019 performance report. The action plan to

correct these errors and submit the reports for the 2019 program year quarters is currently

being prepared.

The Puerto Rico Workforce Development Program and the State Workforce Development Board

have been developing policies and procedures on operating standards and expected

performance measures for the American Job Centers in Puerto Rico. A meeting is being arranged

with all WIOA partners to discuss their inclusion in the PRIS case management system. The

integration of partners in the system will allow for joint data collection and reporting on

performance measures for WIOA core programs and all partners. The intention is to ensure that

the data collected from each partner is consistent with WIOA requirements and accurately

reflect each program partner's results at an overall level. Once the 2019 performance reporting

phase is completed, a statewide evaluation of the local areas and regions of Puerto Rico's labor

system will be conducted under WIOA performance requirements for each core program.

The Workforce Development Program has been receiving technical support in the PRIS system's

management and, at the end of 2020, will be submitting a report on the performance of the

WIOA program partners in each local area of Puerto Rico. This report will be a tool that will

serve as a basis for decision making regarding the reorganization of the labor system in Puerto

Rico. The restructuring of the regions and the effectiveness of each of the local areas will be

considered. Decisions on this matter will be made based on the provisions of Section 116 of the

WIOA. The State will use performance data, the baseline report, the submission of the

plan/MOU, and the certification process to assess the effectiveness of quality and program improvement in each local area.

C. PREVIOUS ASSESSMENT RESULTS

No data available at this moment.

D. EVALUATION

Puerto Rico will conduct evaluations and research on the implementation of WIOA core

programs. The evaluation process is important in order to determine the effectiveness of the

planning and implementation processes of the strategic plan. Plans for this in-depth evaluation

process include:

• Establish regular meetings to evaluate the performance of the local areas. These

meetings should assess if the activities carried out by the local area staff are consistent

with the goals set out in the strategic plan;

• Conduct a formative evaluation of services, resources and activities at the local and state

levels. This evaluation will provide the appropriate knowledge for decision making at

the management level;

• Annual evaluation of the performance of local areas and the effectiveness and efficiency of the services offered through WIOA core programs.

• The evaluation measures are those set out under section 16(b)(2)(A) and include the six primary performance indicator; and

• Formative evaluation will help in the process of identifying areas for improvement. The collaboration of agencies, internal staff and external resources will be solicited to work

on projects to improve the effectiveness of core programs.

The results of the first phase of PRIS will be used as a basis for future evaluations and will

determine whether a modification of the strategic goals is necessary and consistent with the

results of the evaluation.

5. DISTRIBUTION OF FUNDS FOR CORE PROGRAMS

A. FOR TITLE I PROGRAMS

I. YOUTH ACTIVITIES IN ACCORDANCE WITH WIOA SECTION 128(B)(2) OR (B)(3)

The Governor allocates WIOA formula funds allotted for services to youth, adults and dislocated

workers in accordance with WIOA sections 128 and 133. Within-State allocations are made in

accordance with the allocation formulas contained in WIOA sections 128(b) and 133(b).

Of WIOA formula funds allotted for services to youth, adults and dislocated workers, the

Governor’s Reserve funds from each of these sources for statewide workforce investment

activities. In making these reservations, the Governor reserves up to 15 percent from each of

these sources. Funds reserved under this paragraph are combined and spent on statewide

employment and training activities, for adults and dislocated workers, and statewide youth

activities, without regard to the funding source of the reserved funds. The Governor reserves a

portion of the dislocated worker funds for statewide rapid response activities, as described in

WIOA. In making this reservation, the Governor reserves up to 25 percent of the dislocated

worker funds.

The Governor elects to distribute funds in accordance with the allocation formula in section

128(b), as follows:

• 331/3 percent on the basis of the relative number of unemployed individuals in areas of substantial unemployment in each workforce investment area, compared to the total

number of unemployed individuals in all areas of substantial unemployment in the

State;

• 331/3 percent on the basis of the relative excess number of unemployed individuals in

each workforce investment area, compared to the total excess number of unemployed

individuals in the State; and

• 331/3 percent on the basis of the relative number of disadvantaged youths in each workforce investment area, compared to the total number of disadvantaged youths in

the State. (WIOA sec. 128(b)).

II. ADULT AND TRAINING ACTIVITIES IN ACCORDANCE WITH WIOA SECTION 133(B)(2) OR

(B)(3)

The Governor elects to distribute funds in accordance with the allocation formula in 133(b), as

follows:

• 331/3 percent on the basis of the relative number of unemployed individuals in areas of

substantial unemployment in each workforce investment area, compared to the total

number of unemployed individuals in areas of substantial unemployment in the State;

• 331/3 percent on the basis of the relative excess number of unemployed individuals in

each workforce investment area, compared to the total excess number of unemployed

individuals in the State; and

• 331/3 percent on the basis of the relative number of disadvantaged adults in each workforce investment area, compared to the total number of disadvantaged adults in

the State. (WIOA sec. 133(b))

III. DISLOCATED WORKER EMPLOYMENT AND TRAINING ACTIVITIES IN ACCORDANCE WITH

WIOA SECTION 133(B)(2) AND BASED ON DATA AND WEIGHTS ASSIGNED

The Governor elects to distribute funds in accordance with the allocation formula considering

the following:

• Insured unemployment data;

• Unemployment concentrations;

• Plant closings and mass layoff data;

• Declining industries data;

• Farmer‑rancher economic hardship data; and

• Long‑term unemployment data.

B. FOR TITLE II

I. DESCRIBE HOW THE ELIGIBLE AGENCY WILL AWARD MULTI-YEAR GRANTS OR CONTRACTS

ON A COMPETITIVE BASIS TO ELIGIBLE PROVIDERS IN THE STATE, INCLUDING HOW

ELIGIBLE AGENCIES WILL ESTABLISH THAT ELIGIBLE PROVIDERS ARE ORGANIZATIONS OF

DEMONSTRATED EFFECTIVENESS

Please, refer to section VIII. (A) and (B), below.

II. DESCRIBE HOW THE ELIGIBLE AGENCY WILL ENSURE DIRECT AND EQUITABLE ACCESS TO

ALL ELIGIBLE PROVIDERS TO APPLY AND COMPETE FOR FUNDS AND HOW THE ELIGIBLE

AGENCY WILL ENSURE THAT IT IS USING THE SAME GRANT OR CONTRACT ANNOUNCEMENT

AND APPLICATION PROCEDURE FOR ALL ELIGIBLE PROVIDERS

Please, refer to section VIII. (A) and (B), below.

C. VOCATIONAL REHABILITATION PROGRAM

Not applicable.

6. PROGRAM DATA

A. DATA ALIGNMENT AND INTEGRATION

Planning Note: States should be aware that Section 116(i)(1) requires the core programs, local

boards, and chief elected officials to establish and operate a fiscal and management

accountability information system based on guidelines established by the Secretaries of Labor

and Education. Separately, the Departments of Labor and Education anticipate working with

States to inform future guidance and possible information collection(s) on these accountability

systems. States should begin laying the groundwork for these fiscal and management

accountability requirements, recognizing that adjustments to meet the elements above may

provide opportunity or have impact on such a fiscal and management accountability system.

The Government will comply with fiscal and management accountability information system

specified by the USDOL.

The Puerto Rico database system is the Participant Record Information System (PRIS) and enter

on function on March 9, 2020. The technology solutions include a common registration and

case management across Title I and Title III programs. The software solution for WIOA

workflows, is in compliance with the Training and Employment Guidance Letter (TEGL) 5-16,

and the new WIOA database (“Participant Individual Record Layout (PIRL). We expect that by

the first deliverable phase of the project, we will be able to report accurate data by the third

quarter of PY 2019.

• The narrative does not describe how Puerto Rico exchanges common data elements. The

system described in this subsection only applies to DOL programs with no specifics for title

II. Puerto Rico must address how the various systems will maximize exchange of common

data elements for core programs to support assessments and evaluations. (Compliance)

The WDP and the State Board will be convening a meeting to bring together all required and

non-required WIOA partners. The purpose of this meeting will be to discuss the status of the

new PRIS information technology system and to discuss the integration of partners into this

new digital platform. The inclusion of partners into this platform will allow for more effective

case management and identify the services each participant receives through the one-stop

system.

The narrative does not describe how Puerto Rico exchanges common data elements. The

system described in this subsection only applies to DOL programs with no specifics for

title II. Puerto Rico must address how the various systems will maximize exchange of

common data elements for core programs to support assessments and evaluations.

(Compliance)

Please refer to section III.b.1.B.

Please, see below

Participant Record Information System (PRIS)

The Department of Economic Development and the Department of Labor and Human Resources

of Puerto Rico, Title I-B programs, grantees of UI, Wagner - Peyser Employment Services (ES),

were allocated a grant of RSI-DWGs fund to integrate our Title I-B, UI, Wagner - Peyser

Employment Services (ES) to the workforce information technology (IT) systems. The Puerto

Rico database system is the Participant Record Information System (PRIS) and entered on

function on March 9, 2020. The technology solutions include a common registration and case

management across Title I-B and Title III programs. The software solution for WIOA workflows,

is in compliance with the Participant Individual Record Layout (PIRL).

In compliance with the Section 116(d)(1) of WIOA and related federal guidelines, the system

consist in a multiuser web based software based on the Participant Individual Record Layout

(PIRL, ETA-9172), including the validation rules established by DOLETA and the reports related

with the PIRL database. Its main function is to comply with the three sets of validation rules

(duplicate rules, valid values rules and logical rules) reflected in the generation of a 100% error

free, comma delimited text files (csv files) based on the PIRL schemas for all the programs.

The software was developed according with the PIRL Schemas CSV files and will be used by the

sixteen programs included in PIRL. In the initial phase of the PRIS system, Title I-B programs and W-P fully integrated. In the next two months, the Workforce Development Program will be

initiating the final stages of development to streamline the application process for individuals

who seek employment services and integrate or interface the participant management systems

of WIOA Titles I, II, III, and IV and other required partners.

To comply with this phase DEDC have to establish data share agreements with each partner

willing to be integrated in the system, either by sharing the data, or by achieving an interface to

share customer engagement information. This will improve both client services and reporting

with respect to data analysis and client activity. The intent of this process is to gather

comprehensive and consistent information so that appropriate workforce development services

will be provided.

Referrals will be made to services that are deemed appropriate and each provider will be

responsible for following up with those referrals in order to provide services. This process will

help coordinate and align services that are provided through the workforce development

system and will ensure those needing services through the workforce system are receiving

appropriate services.

State Wage Interchange System (SWIS)

Puerto Rico signed the SWIS Agreement with DOLETA, which incorporates all six WIOA core

programs to exchange interstate quarterly wage records. Since January 1, 2020, all Queries for

Wage Data for all applicable programs are processed through the SWIS Clearinghouse. The SWIS

Agreement replaces the Wage Record Interchange System (WRIS and WRIS2) Data Sharing

Agreements previously executed by most States. States signing the Agreement will be able to

exchange interstate quarterly wage records with any other State signing the Agreement to

satisfy performance reporting requirements in section 116 of the Workforce Innovation and

Opportunity Act (WIOA).









• The narrative did not describe now the State board is assisting the governor with aligning

technology and data across the one-stop partner programs. Puerto Rico must further

describe what the State Board is doing in this section of the narrative. (Compliance)

The process of technology transfer between the previous information system and the new PRIS

system has taken a little longer than expected. However, the WDP and the State Board have

dedicated all their efforts and resources to ensure that the system is operational in the shortest

possible time. It is a matter of priority for the DEDC to provide the Governor of Puerto Rico with

the indicators of program performance under WIOA. The Governor is very aware of these

results, and for this same urgency, the State Board ordered an Action Plan to culminate the

process of implementing PRIS. The action plan states that reporting on the implementation of

the AJCs will begin in June.

• The Commonwealth has not produced performance reports since the quarter ending June

30, 2017. However, Puerto Rico should, at a minimum, provide more details of how they

will eventually develop and produce required reports for all core programs. (Compliance)

The Puerto Rico Department of Economic Development and Commerce (DEDC) and the

Workforce Development Program (WDP) submitted on May 25 the Action Plan to direct efforts

in implementing the PRIS system under the requirements of the WIOA Participant Individual

Record Layout (PIRL). SOFTEK, Inc., was contracted by WDP to develop the PRIS system. PRIS

is currently in its final phase review and will be ready for the first report in June. At this time,

the system detected 250 errors. These errors respond to the participant files from the American

Job Centers. The Local staff was instructed to correct them. The first report for the 2018

program year will be submitted in the next few weeks. However, it is essential to note that the

program's implementation will better position the DEDC to comply with the quarterly and 2019

program year USDOL's reports.

This action plan was developed in collaboration with an independent consulting firm. An

assessment of the American Job Centers in Puerto Rico was conducted before the development

of the plan. The evaluation reflected the challenges that persist in the implementation of

PRIS. Once all the information was gathered, a meeting was held on May 21, 2020, with the

American Job Centers Operators. With the input of all stakeholders, this action plan was

developed. WDP and ETI will monitor the activities of the project to ensure compliance with the

U.S. Department of Labor dates. Once this plan is implemented, Puerto Rico will begin to report

the performance measures required by WIOA regularly.

For more details about the phases of the action plan and the timeline for the corresponding

activities, you may refer to the "Puerto Rico Corrective Action Plan."

B. ASSESSMENT OF PARTICIPANTS’ POST-PROGRAM SUCCESS

Puerto Rico must respond to section of the narrative (Compliance)

It is essential that even though Puerto Rico has not reported on performance measures since

2017, a manual record procedure has been maintained for the participant's case management.

This manual record even allowed that with the implementation of the new PRIS system, the

information collected could be entered into the new system. The new system, although still in its

testing process, will be able to track, predict, and report on core performance indicators,

including rates of job placement, earnings, job retention, skill gains, and credentials obtained to

ensure compliance with federal performance standards for WIOA Title I and Title III programs.

Once the 2018 program year performance report is issued, Puerto Rico will begin submitting

the corresponding quarterly and annual reports. With these reports, state-level performance

measures under WIOA will be carefully monitored. These quarterly and annual reports will be

handled at the state level by the WDP and sent to the AJCs. These measures are critical to state-

level decision making. The State Plan stated that all local areas would be under evaluation, and

consideration would be given to reorganize them to serve participants more effectively.

Performance measures are a required indicator by WIOA for maintaining AJCs. Therefore,

Puerto Rico will conduct an assessment of all AJCs and finally determine how the reorganization

of the system will look to ensure that a high-quality system is provided to all participants in

Puerto Rico's workforce system.

PR did not respond adequately to this section of the narrative (Technical Assistance)

WIOA's lead agencies are committed to the governor's vision of Puerto Rico's workforce

development and its importance to its economic and social development. Participants' progress

is monitored through the PRIS system, a longitudinal database that incorporates workforce data to help identify, evaluate, and report on the performance of participants in obtaining

educational credentials or obtaining jobs that promote economic development. The Puerto Rico

Workforce Development Program recognizes that reporting on performance measures took

longer than expected, and therefore in the past year, it had not been possible to evaluate the

success that the WIOA program was having on the island. However, PRIS is now in place, and

WDP has been identifying effective measures for evaluating current and historical data to move

from simple descriptive statistics to predictive statistics and, more importantly, to formulate

prescriptive analyses.

The WDP seeks to understand what factors influence program performance to determine

whether the results achieved were reasonable, predict what levels of performance are likely to

be performed in the future, and identify what actions the system should take in serving specific

clients to achieve effective results. The WDP is developing a methodology to evaluate the above

to optimize resources and increase operational efficiency. The analysis will allow for the use of

different simulation and optimization techniques to identify the correct path to serve as a basis

for decision making in the WIOA program in Puerto Rico.

C. USE OF UNEMPLOYMENT INSURANCE (UI) WAGE RECORD DATA

The wage record information is used to determine employment, retention, and average

earnings. Puerto Rico's Unemployment Insurance (UI) wage records are the primary data

source. Puerto Rico signed the SWIS Agreement with DOLETA, which incorporates all six WIOA

core programs to exchange interstate quarterly wage records. Since January 1, 2020, all

Queries for Wage Data for all applicable programs are processed through the SWIS

Clearinghouse. The SWIS Agreement replaces the Wage Record Interchange System (WRIS and

WRIS2) Data Sharing Agreements previously executed by most States. States signing the

Agreement will be able to exchange interstate quarterly wage records with any other State

signing the Agreement to satisfy performance reporting requirements in section 116 of the

Workforce Innovation and Opportunity Act (WIOA).









D. PRIVACY SAFEGUARDS

The State complies with section 444 of the General Education Provision Act, section 2(c)(2) of

the Rehabilitation Act of 1973, section 49l-2(a)(2) of the Wagner Peyser Act, 2 CFR 200.303,

OMB Uniform Guidance and any other applicable provision. It also complies with all relevant

local provisions, including those identified by the Puerto Rico Institute of Statistics pertaining

the access, dissemination and confidentiality of government information.

The PRIS Management Information System is a role-based system with specific permissions

granted, depending on an individual’s role. Confidential information is protected within the

system by restricting access to view, enter, or edit data to specific security roles or specific

security privileges. Access to the systems is granted by users with specialized administrative

rights and administrative users’ accounts are monitored periodically to ensure that rights have

been granted to only appropriate staff.

7. PRIORITY OF SERVICE FOR VETERANS

Enacted in November 7, 2002, the Jobs for Veterans Act of 2002 (Public Law 107-288) has the

main objective of "review and enhance employment, placement and training services offered to

veterans." The Act requires that all workforce development programs, fully or partially funded

by the USDOL, provide priority service to Veterans and, under certain circumstances, to spouses

of veterans. Veterans and eligible spouses of veterans who otherwise meet the eligibility

requirements for adult programs must receive the highest priority for services.

The PRDOLHR is committed to establish relationships with agencies that make up the One-Stop

Workforce Development System, such as municipalities, consortiums, colleges and universities,

public and private agencies, faith-based and community-based organizations, employer and

labor union representatives to ensure and confirm priority of service. Priority of Service will be

provided by Wagner-Peyser merit staff. The Veteran Program Coordinator (JVSGC) will be

responsible to overview the compliance of Priority of Service by members of the Workforce

Community.

A Strategic Plan will be implemented by Wagner-Peyser with an active participation of

DVOPs/LVERs staff members who will meet with representatives of all of these organizations in

order to achieve or review any agreements in place. The Strategic Plan will have the following

goals in mind:

• Identify: veterans, veterans with disabilities, returning wounded or injured veterans,

REALife-lines participants, transitioning service members and eligible persons;

• Promote employment of veterans;

• Promote training and education for veterans;

• Seek and coordinate support services for veterans; and

• Establish referral and service procedures.

Wagner-Peyser staff will continue to announce and provide priority of service to veterans according to Federal law and applicable regulations. Veterans entering to the the AJCs will be

notified of their priority right of service under the Wagner-Peyser Act, as amended by

WIOA. Once a customer is identified as a veteran, he/she will be provided special information

designed for veterans only, and will be referred, when appropriate, to specially trained staff for

individualized career services. Local areas will continue to encourage the provision of additional

priority services and information to veterans, including priority access to job orders and

individual training accounts (ITAs).

As provided by law, the affected programs that must provide priority service includes, but are

not limited to:

• Adults and Displaced Workers program under Title I of WIOA;

• All services offered under the Wagner-Peyser Act;

• All programs under the Trade Act;

• National Emergency Grants;

• Senior Community Service Employment Program (SCSEP);

• National Farmworkers Jobs Program (NFJP);

• H-IB Technical Skills Training Grants;

• Job Corps;

• Demonstration Projects under WIOA;

• Youth Opportunity Program;

• Youth Program under WIOA;

• Labor Market Information Formula Grants;

• Research and Development;

• Electronic tools in AJCs; and

• Other self-directed Internet-based services that use technology to assist individuals in

accessing workforce development resources.

Under 20 CFR 1001.120, priority of service is applied to all employment services including:

• Registration;

• Interview with a Veteran Representative;

• Tests;

• Occupational Counseling;

• Job Search Workshops; and

• OJT Referrals.

All career centers inform veterans and eligible spouses of priority of service at initial contact

and provides detailed information about priority of service and the range of employment,

placement and training services available to them. If a veteran meets the definition of a Veteran

with Significant Barriers to Employment as defined below, the veteran or eligible spouse is

referred to a JVSG DVOP Specialist for the provision of services.

Also, as disposed by the USDOL Secretary, Veterans aged 18-24 are to be referred to a DVOP

specialist for services. Veterans also receive reemployment services from career centers

through a FY16 Reemployment Services and Eligibility Assessment (RESEA) program. RESEA

provides focused case management services, including reemployment orientation,

individualized career assessment, and job search assistance.

Wagner-Peyser staff will continue to announce and provide priority of service to veterans

according to Federal law and applicable regulations. Veterans entering the ES offices will be

notified of their priority right of service under the Wagner-Peyser Act, as amended by WIOA.

Once a customer is identified as a veteran, he/she will be provided special information designed

for veterans only, and will be referred, when appropriate, to specially trained DVOP Specialists

to receive individualized career services. To be referred to a DVOP, the veteran or eligible

spouse shall meet one of the following criteria in accordance with VPLs 3-14, changes 1 and 2

and VPL 3-19:

• A special disabled or disabled veteran, as those terms are defined in 38 U.S.C § 4211(1) and (3);

• Homeless person, as defined in Section 103(a) and (b) of the Stewart B. McKinney

Homeless Assistance Act (42 U.S.C. 11302(a) and (b)), as amended;

• A recently separated service member, as defined in 38 U.S.C § 4211(6), who has been

unemployed for 27 or more weeks in the previous 12 months;

• An offender, as defined by WIOA Section 3 (38), who is currently incarcerated or who

has been released from incarceration

• Lacking a high school diploma or equivalent certificate;

• Low-income individual (as defined by WIOA at Section 101 (25)(B))

• Veterans 18 – 24;

• Vietnam era Veterans; and

• TSM’s who have been identified as in need of individualized career services; and

• Service members who are wounded, ill, or injured and receiving treatment in MTFs or

WTUs; as well as their spouses and caregivers.

For Priority of service purpose, the veteran definition is broad covering all persons that served

at least one day in the active military, naval, or air service, and who were discharged or released

under conditions other than dishonorable, as specified in 38 USC 101(2). Eligible Spouse as

defined at section 2(a) of the JVA (38 USC 4215(a)) means the spouse of any of the following:

• Any veteran who died of a service-connected disability;

• Any member of the Armed Forces serving on active duty who, at the time of application

for the priority, is listed for more of 90 days as missing in action, capture in line of duty

by hostile force and forcibly detained or interned by foreign government or power; and

• Any veteran with a total disability from a service-connected disability evaluated by VA.

However, a spouse whose priority of service is derived from a living veteran or service member

lost her priority of service if the veteran loses the status that is the basis for the priority or if she

divorces from the veteran. The workforce system network in Puerto Rico, including Wagner-

Peyser, and the general public is aware of the Priority of Service entitlement to veterans,

covered persons and eligible spouses through announcements posted in the bulletin boards and

near the entry service delivery point. In addition, Wagner-Peyser and AJC Staff are fully trained

to identify covered persons at the reception desk and once in a while they ask the public if there

is any veteran or spouse among the clients at the AJC.

Verifying Priority of Service Status through the required paperwork is not mandatory unless the

covered persons will undergo eligibility determination or if the applicable federal program rules

require the verification in site. Once Priority of Service is determined, covered persons move

ahead of the line to receive the appropriate employment, training and placement services over

the non-covered persons as required by law and as stated by VPL 07-09. Some Unemployment

Insurance Offices have adopted this priority of service model from the Employment Service or

the AJC although not mandatory by law.

Local areas will continue to encourage the provision of additional priority services and

information to veterans, including priority access to job orders and individual training accounts (ITAs). Other actions targeted to ensure the monitoring of priority of service to veterans

include, but are not limited to:

• Training staff members.

• Periodic reception and Labor Exchange Staff reinforcement.

• Placement of signs in waiting areas stating Veterans preference in all AJCs.

• Ensure reception asks customers waiting and entering the reception area whether they

are a veteran and provide the required priority of service.

• Distribution of printed material; and

• Submission of Priority of Service reports by managers.

8. ADDRESSING THE ACCESSIBILITY OF THE ONE-STOP DELIVERY SYSTEM FOR INDIVIDUALS

WITH DISABILITIES

As mentioned previously, Title I and the PRVRA will lead the efforts to adapt the USDOL Office of

Disability Employment Policy's (ODEP) recommendations contained in its "Promising Practices

in Achieving Universal Access and Equal Opportunity: a Section 188 Disability Reference Guide".

The resulting guidance will be adopted by the State Board and mandated to all local areas as

part of the local area certification and operator competitive selection processes.

Under Section 188 of the WIOA, the Puerto Rico State Workforce Development Board has, under

its consideration, the approval of the accessibility policy for individuals with disabilities. This

policy aims to ensure that both programmatic and physical accessibility criteria for individuals

with disabilities are met in all AJCs in Puerto Rico. This policy is found in table number 57 of

state policies and procedures in the process. The following policies will include the promising

practices strategies, examples and approach to comply with section 118 of WIOA.

Description Local

Policy

Number

Expected

Date

1. Roles and

responsibilities of







Center.

TBD April

2020




etc).

TBD April

2020

1. Local Board Certification Policy for compliance with local board

certifications.

TBD April

2020


designation and subsequent designation

of Workforce Development Areas.

TBD May 2020

1. Youth Program Guidance Guide to define concepts, eligibility, and


program.

TBD May 2020

1. WIOA Operational

Guidelines





No

number

required

May 2020

1. One-Stop Center

Certification



TBD May 2020



Policies and procedures for establishing

a State Apprenticeship Agency

TBD June 2020



meetings of State Boards and local

boards, and information regarding

activities of State Boards and local

boards, such as data on board

membership and minutes.

TBD June 2020

1. Accessibility to

individuals with

disabilities


programmatic accessibility of all One-

Stop Centers with the individuals with

disabilities.

TBD June 2020

1. MOUs/IFAs and co-

enrollment policy

This policy provides the guidance and

establishes the procedures regarding

Workforce Innovation and Opportunity

TBD August

2020

Description Local

Policy

Number

Expected

Date

Act (WIOA) Memorandums of

Understanding (MOU)

1. Priority Services To provide policy guidance to Local

Workforce Development Boards for the

implementation of priority of service for

WIOA Title I Adult program customers.

TBD August

2020

1. Grievance and

Complaint Policy.

This policy applies to all entities and

individuals who would like to appeal a

decision at the local or the state levels.

TBD August

9. ADDRESSING THE ACCESSIBILITY OF THE ONE-STOP DELIVERY SYSTEM FOR INDIVIDUALS

WHO ARE ENGLISH LANGUAGE LEARNERS

It is important to emphasize that a considerable part of the Puerto Rican population is bilingual.

However, Spanish is the principal language of Puerto Rico. For this reason, a significant portion

of the population may not be proficient in English. As mentioned above, this means that the

concept of English Language Learner would apply to the vast majority of people since English is

not the primary language. Services in Puerto Rico are offered primarily in Spanish, as are

documents, informational materials, and others. In the eventuality that a participant arrives at

the AJCs who speak only the English language, the staff is prepared to offer the service in both

languages.

The Local Workforce Development Boards are aware of the reality of Puerto Ricans around the

need to learn the English language. The LWDBs in their local plans organize activities for

participants who need to learn English. Budget allocation is made to help those who lack

English language skills to obtain employment.

IV. COORDINATION WITH STATE PLAN PROGRAMS

At the State level, Puerto Rico Unified State Plan was developed in collaboration and

coordination with representatives from all core programs.

A WIOA Unified State Plan team was formed with the purpose of development and submission

for approval, an integrated, aligned and actionable WIOA Unified State Plan. The Department of

Economic Development and Commerce, acts as the implementation team lead, pulling together representatives from all core programs including Adult Education, Wagner-Peyser, and

Vocational Rehabilitation.

The Governor’s Workforce Development State Board approval of the WIOA Unified State Plan is

requested at their full board meeting, which was held electronically due to the COVID-19 crisis.

V. COMMON ASSURANCES (FOR ALL CORE PROGRAMS)

The State Plan must include Include

1. The State has established a policy identifying circumstances that may present a

conflict of interest for a State Board or local board member, or the entity or class of

officials that the member represents, and procedures to resolve such conflicts;

Yes

2. The State has established a policy to provide to the public (including individuals with

disabilities) access to meetings of State Boards and local boards, and information

regarding activities of State Boards and local boards, such as data on board membership

and minutes;

Yes

3. The lead State agencies with optimal policy-making authority and responsibility for

the administration of core programs reviewed and commented on the appropriate

operational planning elements of the Unified or Combined State Plan, and approved the

elements as serving the needs of the populations served by such programs;

Yes

4. (a) The State obtained input into the development of the Unified or Combined State

Plan and provided an opportunity for comment on the plan by representatives of local

boards and chief elected officials, businesses, labor organizations, institutions of higher

education, the entities responsible for planning or administrating the core programs,

required one-stop partners and the other Combined Plan programs (if included in the

State Plan), other primary stakeholders, including other organizations that provide

services to individuals with barriers to employment, and the general public, and that

the Unified or Combined State Plan is available and accessible to the general public;

(b) The State provided an opportunity for review and comment on the plan by the State

Board, including State agency official(s) for the Unemployment Insurance Agency if

such official(s) is a member of the State Board;

Yes

5. The State has established, in accordance with WIOA section 116(i), fiscal control and

fund accounting procedures that may be necessary to ensure the proper disbursement

of, and accounting for, funds paid to the State through allotments made for the core

programs to carry out workforce development activities;

Yes

6. The State has taken appropriate action to secure compliance with uniform

administrative requirements in this Act, including that the State will annually monitor

local areas to ensure compliance and otherwise take appropriate action to secure

compliance with the uniform administrative requirements under WIOA section

184(a)(3);

Yes

7. The State has taken the appropriate action to be in compliance with WIOA section

188, Nondiscrimination, as applicable;

Yes

8. The Federal funds received to carry out a core program will not be expended for any

purpose other than for activities authorized with respect to such funds under that core

program;

Yes

9. The State will pay an appropriate share (as defined by the State board) of the costs of

carrying out section 116, from funds made available through each of the core programs;

Yes

10. The State has a one-stop certification policy that ensures the physical and

programmatic accessibility of all one-stop centers with the Americans with Disabilities

Act of 1990 (ADA);

Yes


11. Service providers have a referral process in place for directing Veterans with

Significant Barriers to Employment (SBE) to DVOP services, when appropriate; and

Yes

12. Priority of service for veterans and eligible spouses is provided in accordance with

38 USC 4215 in all workforce preparation, development or delivery of programs or

services funded directly, in whole or in part, by the Department of Labor.

Yes

VI. PROGRAM-SPECIFIC REQUIREMENTS FOR CORE PROGRAMS

PROGRAM-SPECIFIC REQUIREMENTS FOR ADULT, DISLOCATED WORKER, AND

YOUTH ACTIVITIES UNDER TITLE I-B

A. GENERAL REQUIREMENTS

1. REGIONS AND LOCAL WORKFORCE DEVELOPMENT AREAS

In 2016, the governor identified five regions of economic development in the Island, according

to the predominant economic activities at that time. However, although these five regions

remain in place, the current government is evaluating the effectiveness of these regions under

the new economic reality of Puerto Rico. A reorganization of the regions is being considered in

order to adapt to the new trends of the labor market, the needs of the participants and to

respond to an efficient system.

The main characteristics of the regions are:

• Northwest. The region is characterized by an industrial clustering in computer and information devices, aerospace, and agriculture.

• Southwest. The region is characterized by the concentration of industries in the sectors of agriculture, eco-tourism, hospitality and logistics technology.

• North Central. The region is characterized by an industrial clustering in pharmaceutical

manufacturing, biotechnology, logistics technology, health services, research and

development and medical tourism.

• Eastern. The region is characterized by the concentration of industries in tourism, and logistics technology.

• Southeast. The region is characterized by the concentration of industries in pharmaceutical manufacturing, agricultural biotechnology including crop research and

development.

The Governor and the State Board shall establish public policy and guidelines to enable local

areas develop regional plans. These will be presented to the State Board for evaluation and

approval. The guidelines will consider the following topics, consistent with the objectives

established in WIOA regulations:

• Technical assistance to local areas for carrying out the regional planning and service delivery efforts required under section 106(c);

• Alignment with regional economic development strategies adopted by the State;

• Integration of the economic development initiatives of local government consortia;

• Integration of industry cluster organizations, and the advancement of sector strategies

and initiatives;

• Development of projects and activities for existing and emerging industries generating

jobs opportunities;

• Collaboration with business and industry associations available in the region

• Agreement structure (MOUs) with consortia, clusters, business associations, academia, providers and other stakeholders in the workforce development systems;

• Conditions for strategic planning including evaluation of strength, weaknesses, and opportunities in the region, terms for the revision of the plan, among other parameters;

• Governance of the regional plan, in collaboration with the boards of mayors and participating local boards; and

• Integration of the local boards in the service-delivery model mandated by WIOA,

including common intake, common outreach strategies and initiatives, universal service

across the region, common performance measures (optional), identification of

additional grants and fund opportunities, cost allocation plan, and MOU structure with

required and optional partners, among other factors.

Puerto Rico have 15 Local Areas with 17 American Jobs Center (AJC). The next map shows the

15 Local Areas. The composition of each region and local area are described in the next section.

The State Board's Administrative Letter WIOA-1-2015, Public Policy and Requirements for the

Initial and Subsequent designation of local areas under WIOA, establishes the process for

considering the request of the initial designation of local areas for the administration of the

funds allocated under WIOA. Additionally, the guidance establishes the directives that will

govern the process of evaluation of an application for the subsequent designation as local area.

Finally, it also establishes the circumstances and criteria under which the State Board may

consider an application for re-designation of local areas that belong to a region of economic

development or that seek designation as a single local area.

Under WIOA, the State Board has the power to recommend the designation of an entity as a

local area. The State Board advises the Governor in matters relating to the workforce

investment system, including those related to section 106 of WIOA, as well as sections 20 CFR

679.200 to 679.290 of the proposed rule.

WIOA conceives a system centered on the customer, comprising both job seekers and

employers, capable of anticipating and responding to the needs of regional economies. This

requires that local boards and the Chief Elected Officials design and manage a regional system

by aligning their services and policies with regional needs, and devising support strategies for

the provision of services adapted to the demands of the economy.

The Governor, in consultation with the State Board, the Chief Elected Officials and the Local

Boards will designate local areas as a condition for receiving the funds allocated to the

Government of Puerto Rico under Title I of WIOA. In accordance with OE-2014-64, the PRDEDC

is WIOA's Title 1 designated grantee, as well as the designated unit to provide administrative

and operational support to the State Board.

The state regulations are being issued in compliance with sections 3 and 106 of WIOA, Act 171-

2014, which transferred the WDP to the PRDEDC, and the Governor's EO-2014-64 that

designated the PRDEDC as grantee, administrator and monitor of WIOA funds allocated to the

State and established the State Board.

The State Board Administrative Letter WIOA-1-2015, also enacts public policy to guide the local

area re-designation process. In summary, the transition process from a local area designated

previously, to be initially designated as a local area under WIOA can occur using one of two

methods:

• Automatic Designation. Under section 106(b)(2) of WIOA, the Governor must approve

an application from the previously designated area for the initial designation under

WIOA, provided there has not been a change in the composition of the local area; and for

the 2 program years prior to the adoption of the approval of WIOA, the local area

"performed successfully" (during PY 2012 and PY 2013), and complied with the criteria

pertaining "sustained fiscal integrity".

• Discretionary Designation. After recommendation of the State Board, in accordance with

section 106(b)(4) of WIOA, the Governor might approve an application of any unit of

general local government, including a combination of those units, for its designation as

local area under WIOA, if the State Board recommends and determines that the unit or

units share a common labor market; share a same area of economic development; and

have federal and non-federal resources, including education and training institutions

appropriated for delivery service for the labor force.

At any time, the Governor might review the performance and outcomes of a local area to assess

if it meets the requirements for its subsequent designation.

Compliance issue

Request: Puerto Rico must describe the designation of local areas, region and planning efforts,

including a description of the mechanism the state uses to consult with the local boards and

CEOs for identifying regions. Puerto Rico must provide its procedure for subsequent local area

designation and how it defines performed successfully and sustained fiscal integrity for that

purpose. Puerto Rico must list each of the local and regional areas.

The government of Puerto Rico developed the policy "PRDDEC-WIOA-RR-06-20" called

"Designación de Áreas Locales. Once approved by the State Board its will replace WIOA-1-2015

policy. the " The procedure is currently under review by the State Board. Due to the emergency

related to COVID-19, the State Board has this policy and additional ones under its consideration.

This policy describes the processes for designation and subsequent designation, as established

under the WIOA regulations. The terms " sustained fiscal integrity" and "performed

successfully" were included in policy PRDDEC-WIOA-RR-06-20. Puerto Rico currently has five

regions and fifteen local labor development areas. However, the State office is in the process of

designating redefined regional areas. The objective is to define regions that are consistent with

labor markets as defined by work to home flows.

The Bureau of the Census uses, among other data, Place of Workflows to support delineation of

Metropolitan and Micropolitan Statistical Areas for OMB. Metro and Micro areas, commonly

used geographical areas used by the Bureau, are made up of a county with a large population

nucleus and adjacent counties that have a high degree of integration with that nucleus.

Similarly, the Puerto Rico WIOA State Office has used Place of Workflows to propose to define

geographical labor markets, by determining the integration of places of residence with the main

areas of work in a region. Municipalities were grouped based on the municipal interrelationship

between the place of work and place of residence of workers. Municipality-to-municipality

home-to-work flows area based on 5- year ACS 2006-2010, which is the most current data

available. The resulting regions may be considered labor market areas. Implicitly home-to-work

https://wioaplans.ed.gov/comment/140221#comment-140221

flows consider the size and diversity of a center of economic activity, driving distances, and

psychological and geographic barriers. The proposed regions conform quite well with

traditional areas of economic activity consisting of a central place -sometimes more than one- of

economic activity and smaller adjoining municipalities. As such, they provide a rational basis to

conduct regional planning. All local areas are within a specific region. Adjustments were made

to account for the supra-regional pull of the certain municipalities of the San Juan Metropolitan

Area, mainly the municipalities of San Juan, Bayamon, Carolina, and Guaynabo avoid defining an

excessively large labor market area. The current regions and the local areas are listed in the

table below:

Table 1. Local and Regional Areas

Region Municipality Workforce Area

Este Canóvanas Noreste

Este Carolina Carolina

Este Ceiba Noreste

Este Culebra Noreste

Este Fajardo Noreste

Este Loíza Noreste

Este Luquillo Noreste

Este Naguabo Noreste

Este Río Grande Noreste

Este Vieques Noreste

Noroeste Adjuntas Norte-Central Arecibo

Noroeste Aguada Noroeste

Noroeste Aguadilla Noroeste

Noroeste Añasco Noroeste

Noroeste Arecibo Norte-Central Arecibo

Noroeste Camuy Norte-Central Arecibo

Noroeste Hatillo Norte-Central Arecibo

Noroeste Isabela Noroeste

Noroeste Jayuya Norte-Central Arecibo

Noroeste Lares Norte-Central Arecibo

Noroeste Las Marías Mayagüez-Las Marías

Noroeste Mayagüez Mayagüez-Las Marías

Noroeste Moca Noroeste


Noroeste Quebradillas Norte-Central Arecibo

Noroeste Rincón Noroeste

Noroeste San Sebastián Noroeste

Noroeste Utuado Norte-Central Arecibo

Norte-Central Barceloneta Manatí-Dorado

Norte-Central Barranquitas La Montaña

Norte-Central Bayamón Bayamón-Comerío

Norte-Central Cataño Guaynabo-Toa Baja

Norte-Central Ciales Manatí-Dorado

Norte-Central Cidra La Montaña

Norte-Central Comerío Bayamón-Comerío

Norte-Central Corozal Manatí-Dorado

Norte-Central Dorado Manatí-Dorado

Norte-Central Florida Manatí-Dorado

Norte-Central Guaynabo Guaynabo-Toa Baja

Norte-Central Manatí Manatí-Dorado

Norte-Central Morovis Manatí-Dorado

Norte-Central Naranjito La Montaña

Norte-Central Orocovis La Montaña

Norte-Central San Juan San Juan

Norte-Central Toa Alta Guaynabo-Toa Baja

Norte-Central Toa Baja Guaynabo-Toa Baja

Norte-Central Vega Alta Manatí-Dorado

Norte-Central Vega Baja Manatí-Dorado

Sureste Aguas Buenas Caguas-Guayama

Sureste Aibonito Caguas-Guayama

Sureste Arroyo Caguas-Guayama

Sureste Caguas Caguas-Guayama

Sureste Cayey Caguas-Guayama

Sureste Coamo Sur Central


Sureste Guayama Caguas-Guayama

Sureste Gurabo Caguas-Guayama

Sureste Humacao Sureste

Sureste Juana Díaz Sur Central

Sureste Juncos Sureste

Sureste Las Piedras Sureste

Sureste Maunabo Sureste

Sureste Patillas Sureste

Sureste Salinas Sur Central

Sureste San Lorenzo Sureste

Sureste Santa Isabel Sur Central

Sureste Trujillo Alto Caguas-Guayama

Sureste Villalba Sur Central

Sureste Yabucoa Sureste

Suroeste Cabo Rojo Suroeste

Suroeste Guánica Suroeste

Suroeste Guayanilla Suroeste

Suroeste Hormigueros Suroeste

Suroeste Lajas Suroeste

Suroeste Maricao Suroeste

Suroeste Peñuelas Suroeste

Suroeste Ponce Ponce

Suroeste Sabana Grande Suroeste

Suroeste San Germán Suroeste

Suroeste Yauco Suroeste

The Administrative Letter WIOA-1-2015, seeks to establish the process for considering the

request of the initial designation of local areas for the administration of the funds delegated

under WIOA, including the appeal procedures in case on an adverse determination regarding

the application for a local area designation. Accordingly, a local area that understands that an

adverse determination made with respect to its application of automatic or subsequent

designation warrants revision, might submit to the state a reconsideration statement addressed

to the State Board within a term of 15 calendar days after the date of receipt of the notification.

The State Board shall issue a final determination within 15 calendar days after receipt of the

review request. If a denial determination is issued, the PEE might file an appeal to the USDOL

within 30 calendar days from the date of receipt of the notice of the determination of the State

Board.

Compliance issue

Request: Puerto Rico must describe the appeals process local boards and CEOs must use

relating to the designation of local areas established by the State Board. (WIOA Sec

106(b)(5)). If a more detailed appeals procedure is available in the document they name, please

include key information within the state plan. The appeal procedure must also apply to

subsequent designation and any local area requests for new local area designations.

The State Board is in the process of approving a policy regarding the local workforce

development areas designation and re-designation. The State Policy will contain information

regarding this full process. The content of this policy is as follows:

A unit of general local government or grant recipient that requests but is not granted

designation of an area as a local area under either the initial or subsequent designation clause

may submit an appeal to the Department of Economic Development and Commerce (DEDC).

1. An appeal must be in writing and filed with the DEDC within fourteen (14) days after the

notification of the decision. The appeal is to be submitted to the Secretary of DEDC and

the President of the State Workforce Development Board.

2. The appeal must contain a specific statement of the grounds upon which appeals is

sought.

3. The State Board will have 60 days to review the appeal and make recommendation to

the Governor. The review will take into account the information of the original request

and supplemental information provided in the appeal to determine if the criteria set

forth in this policy have been met.

4. The final decision rests in the Governor.

5. If the appeal is connected to a request for initial designation under this policy and if the

appeal does not result in designation, the entity may be request review by the Secretary

of Labor to determine if procedure rights were granted of if the minimum criteria of

WIOA Section 106(b)(2) of Section 106 (b)(3) were met. This second level of appeal

must be sent within fourteen (14) days to:

Assistant Secretary of Employment and Training

United States Department of Labor

200 Constitution Avenue, N.W.

Washington, DC 20210

A copy of the appeal must be simultaneously provided to the:

ETA Regional Administrator

United States Department of Labor

John F. Kennedy Federal Building

Room E-350

Boston, Mass 02203


Compliance issue

Request: Puerto Rico must describe the appeals process established by the State Board as

required by WIOA Sec 121(h)(2()(E), relating to the determination for infrastructure funding.

One-Stop partner may appeal the Governor’s determination regarding their portion of funds to

be provided for infrastructure costs. In addition, the State Board have a Grievance and

Complaint Policy draft under consideration. This policy will apply to all entities and individuals

who would like to appeal a decision at the local or the state levels.

The appeals process relating to determinations for infrastructure funding are as follows:

1. The Governor, through the assistance of the SWDB, will make the final determination of

each required partner's proportionate share of statewide infrastructure costs under the

State funding mechanism.

2. Any required partner may appeal the Governor's determination on the basis of a claim

that:

• The Governor's determination is inconsistent with the proportionate share requirements of 20 CFR 678.735(a), or

• The Governor's determination is inconsistent with the cost contribution caps described in 20 CFR 678.736 and 20 CFR 678.738.

1. The process will ensure resolution of the appeal in order to ensure the funds are distributed in a timely manner, consistent with the requirements of 20 CFR 683.630.

2. An appeal must be made within twenty-one (21) days of the Governor's determination

and must be submitted formally, in writing, by registered mail no later than the fifteen

(15) day from the date of receipt of the notice of denial or revocation

2. STATEWIDE ACTIVITIES

The Planning Guidelines is the official document that sets the public policy and requirements for

allocating local area funding for the Youth, Adult and Dislocated Workers programs. In

compliance with WIOA regulations, priorities and goals the State planning will meet the needs

of services of specific populations and minorities, as well as those of job seekers and employers.

The annual Planning Guidelines compile the State and Federal public policies pertaining the

management of WIOA funds. This Guide is designed to ensure compliance with ETA policies and

goals, as stated in Training and Employment Guidance Letters (TEGL), Training and

Employment Notices (TEN), WIOA Final Rules, as well as the State Board policies. Following are

some of the items considered in the Planning Guidelines in relation to service delivery under

WIOA. Please, for more details about State Policies and Procedures, refer to the Table 57 - In-

Process State Policies and Procedures.

Compliance issue

Request: Puerto Rico must include MOUs/IFAs and co-enrollment policy, not listed on currently

policy development list.

The Workforce Development Program approved on 5 May 2017 the policy: "Carta Circular

WIOA-01-2017 Memorando de Entendimiento MOU". However, the procedure is under review



and is currently being listed in the ongoing policies of the DEDC. You may refer to Table 57 of

the State Plan, particularly row number 26.

In accordance with WIOA, One-Stop partners may appeal the Governor’s determination on the

portion of funds to be provided for One-Stop infrastructure cost and request a hearing. A

written appeal and request for a hearing must be mailed to the State Board within 21 calendar

days from the Governor’s infrastructure cost determination.

The appeal must be in writing and state the grounds for the appeal. The appellant must describe

how the Governor’s infrastructure cost determination is inconsistent with proportionate share

requirements, cost contribution limitations, and/or the cost contribution caps, in accordance

with WIOA Notice of Proposed Rulemaking Section 678.750(b).

The appellant will be contacted within 10 calendar days of the receipt of the appeal and a

hearing date will be scheduled. To ensure a prompt resolution of the appeal and distribution of

funds in a timely manner, the appellant will receive a written decision no later than 15 calendar

days after the hearing.

In-Process State Policies and Procedures (see also in Table 57)

Local Policy Description Local

Policy

Number

Expected

Date

1. Cash Management Policies and procedures for cash

management

TBD April

2020

1. Cost Allocation Policies and procedures for cost allocation TBD April

2020

1. Closeout Federal Grant Policies and procedures for Closeout of

federal grants

TBD April

2020

1. Payroll base on budget Policies and procedures for payroll base

on budget

TBD April

2020

1. Financial Reporting Policies and procedures for financial

reporting of federal grant

TBD April

2020

1. Trade Adjustment

Assistance

Requirements when approving Trade

Adjustment Assistance (TAA) Training for

petitions.

2020-001 March

2020

1. On the Job Training This policy provides guidance regarding

the limitations and eligibility of

individuals to participate in On-the-Job

Training (OJT) opportunities.

TBD March

2020

1. Roles and

responsibilities of







Center.

TBD April

2020


Policy

Number

Expected

Date




etc).

TBD April

2020

1. Local Board

Certification

Policy for compliance with local board

certifications.

TBD April

2020


designation and subsequent designation of

Workforce Development Areas.

TBD May 2020

1. Youth Program

Guidance

Guide to define concepts, eligibility, and


program.

TBD May 2020

1. Expense requirements Policy to determine requirements for the

expenditure level of training activities.

TBD May 2020

1. Rapid Response Políticas para intervenir en asuntos de

respuesta rápida a nivel Estatal

TBD May 2020

1. Customized training This policy provides guidance to the Local

Areas as they implement Customized

Training for the Adult and Dislocated

Worker programs.

TBD May 2020

1. Conflict of interest This policy is established to provide

direction for sub-recipients, contractors,

staff and board members of Puerto Rico

Local Workforce Development Boards in

order that business can be conducted

within the guidelines that will prevent

actual, potential, or questionable conflicts

of interest.

TBD April

2020

1. Policy on recapture and

reallocation of funds

This policy describes the reallocation and

recapture of local area Workforce

Innovation and Opportunity Act (WIOA)

allocations for youth, adult, and dislocated

worker activities.

TBD May 2020

1. WIOA Operational

Guidelines





No

number

required

May 2020

1. Local Areas

Designation

WIOA policy requirements for establishing

local areas.

TBD May 2020


Policy

Number

Expected

Date

1. Composition of Local

Boards

WIOA Standard Requirements for Boards TBD May 2020

1. One-Stop Center

Certification



TBD May 2020



Policies and procedures for establishing a

State Apprenticeship Agency

TBD June 2020

1. Local Board Cost

Allocation Guidance

Guidelines about cost allocation

procedures for all Local Board.

TBD June 2020



meetings of State Boards and local boards, and information regarding activities of

State Boards and local boards, such as data

on board membership and minutes.

TBD June 2020

1. Accessibility to

individuals with

disabilities


programmatic accessibility of all One-Stop

Centers with the individuals with

disabilities.

TBD June 2020

1. MOUs/IFAs and co-

enrollment policy

This policy provides the guidance and

establishes the procedures regarding

Workforce Innovation and Opportunity Act

(WIOA) Memorandums of Understanding

(MOU)

TBD August

2020

1. Priority Services To provide policy guidance to Local

Workforce Development Boards for the

implementation of priority of service for

WIOA Title I Adult program customers.

TBD August

2020

1. Grievance and

Complaint Policy.

This policy applies to all entities and

individuals who would like to appeal a

decision at the local or the state levels.

TBD August

Governor set-aside funds

Statewide activities funds are being used and prioritized to carry out the following required

activities:

• Operating a fiscal management and accountability system: The DEDC has

established, in accordance with the Workforce Innovation and Opportunity Act (WIOA)

Section 116(i), fiscal control and fund accounting procedures that are necessary to ensure the proper disbursement of, and accounting for, funds paid to the State through

allotments made for adult, dislocated worker, and youth programs to carry out

workforce investment activities.

• Dissemination of the State’s list of Eligible Training Providers: The WIOA Section 122(c) specifies that states must establish an application procedure for training

providers and programs to maintain their eligibility and the eligibility of their

programs. States in partnership with the local boards, the One-Stop system, and its

partners play a leadership role in ensuring the success of the eligible training provider

system. The module of the Eligible Training Providers List (ETPL), that is part of the

PRIS, serves as an important tool for participants seeking training to identify

appropriate providers and relevant information such as cost and program

outcomes. Using the PRIS, career planners can assist participants in identifying training

providers offering programs in high-demand industries that result in positive outcomes

and recognized credentials. This system will provide up-to-date information about in-

demand occupations, training programs that address the skill needs of employers, and

information about available jobs and occupations.

• Technical Assistance to local areas: The State will publish and disseminate

performance outcomes on a quarterly basis for all local areas. These reports allow the

State and local areas to monitor performance outcomes in order to establish trends and

identify measures requiring corrective action. The WIOA program staff will monitor

performance, identify issues, and provide technical assistance, as needed.

Programmatic reviews ensure that workforce development system achieves quality program

outcomes that meet the requirements and objectives of the WIOA and federal and state

regulations. Puerto Rico will continue to evaluate the effectiveness of local programs by

conducting comprehensive programmatic reviews and oversight activities for the entire

workforce development system. The WIOA programmatic reviews will provide guidance and

direction to local programs in order to assist in providing quality workforce development

services to our customers and provide a framework for continuous improvement efforts under

the WIOA. Program reviews also offer the opportunity for disseminating information about

effective program practices to the entire workforce development system. State staff will

continue to conduct programmatic reviews to ensure effective grant monitoring and oversight

utilizing a comprehensive set of monitoring and oversight activities, including on-site

monitoring, quarterly desk reviews, and ongoing technical assistance and training.

Use of the DEDC Monitoring Guides by WIOA State Coordinators is required. In addition,

Monitoring Guides are living documents that are updated regularly to reflect changes in law,

regulation, and/or policy, as well as to include any improvements which will make the guides

easier and more effective to use.

• Evaluations: The State will conduct evaluations and research projects on activities under the WIOA core programs to establish and promote methods for improving such

activities to achieve high-level performance within, and high-level outcomes from, the

statewide workforce system. Such projects will be coordinated with, and designed in

conjunction with, state and local boards and with State agencies responsible for the

administration of all respective core programs. Evaluations will include analysis of

customer feedback, outcome and process measures for the workforce investment

system, as required.

In addition to funding the above-referenced WIOA activities, statewide activities funds are being

used for those activities deemed most essential to the basic functions of the workforce

investment system, including oversight of the local workforce investment boards and the WIOA

programs. Statewide funds are being used to carry out the following allowable activities:

• State Level Administration includes the following functions:

o Staff costs for program oversight and monitoring.

o Participant Record Information System (PRIS)and related staff costs: The state

uses a single integrated data collection system, known as the Participant Record

Information System. This ensures that all local providers collect, report, and

maintain the same data elements. In the next months, DEDC is going to start a

second phase aimed to achieve the integration and/or interface of some

required partner’s data systems.

• Special Projects Funding: Funds have been set aside for yet-to-be-determined special

projects generated by DEDC. Special projects could include, but are not limited to,

workforce and economic information and data needs, support for statewide planning

activities around the WIOA, support for regional and local activities, surveys, evaluations. Funds may also be utilized to provide additional support for local boards

operations, commensurate with the level of any remaining set aside funds.

• Capacity Building and Professional Development Funds to our workforce development system: To most efficiently and effectively utilize these funds to benefit

the entire Puerto Rico workforce development system, funds are going to be allocated to

support activities in addressing the goals of local strategic plans and the needs of local

employers for a skilled workforce. Funds may be utilized for, but not limited to,

supporting state and local partnerships to build equitable pathways to high-wage

careers, enhancing system capacity to provide opportunities for individuals with

barriers to employment to enter in-demand industry sectors or occupations and

nontraditional occupations, and developing and improving local program performance

and goals through assisting ongoing system development and proficiency, including

professional development and technical assistance.

State Unit for Dislocated Workers and Employers – Rapid Response Services

The Department of Economic Development and Commerce facilitates the statewide Rapid

Response services and serves as the recipient of plant closings/mass layoff notices required

under the Worker Adjustment and Retraining Notification Act.

Rapid Response is a key component to Puerto Rico’s strategy to create a unified local approach

while working with and providing a comprehensive array of services to employers. As a

business service, Rapid Response will promote a full range of services available to help

companies in all stages of the economic cycle. Early intervention facilitates a relatively quick

and unencumbered transition to employment or training, following either a permanent closure

or mass layoff, or a natural (or other) disaster resulting in mass job dislocation.

The State Unit for Dislocated Workers and Employers of the Workforce Development Program

of DEDC is in charge of carrying out Rapid Response services and coordinates the Trade

Adjustment Assistance Program (TAA). The State Unit has Rapid Response and TAA

coordinators who have the responsibility to coordinate services to dislocated workers affected

by mass layoff and plant closings. The Rapid Response process involves a unification of state

agencies and local service providers, together with the private sector and organized labor. The

goal of all concerned parties is to provide dislocated workers with an array of support,

resources, and technical assistance to effectively assist in the transition to reemployment. The

RR and TAA State Coordinators participate in cross training of crucial re-employment and

assistance programs and services most relevant to each local area or region. Subsequently, the

RR and TAA State Coordinators acts as the link between the Local Workforce Development

Boards (LWDBs), Wagner Peyser and Unemployment Insurance of the PRDOLHR, and

applicable federal, state, and private resources to ensure all re-employment and supportive

service information is readily available to assist employers and workers experiencing a mass

layoff or plant closing.

The state has been developing a comprehensive rapid response and TAA procedures, that will

be continuously reviewed for improvement, to serve impacted employers and workers using

the Rapid Response, and TAA Programs. In order to provide thorough and complete delivery,

the procedures will provide a special emphasis to business engagement and layoff aversion

services.

The Rapid Response team begins the process by interacting with companies that have, or plan

to, lay off workers. Information regarding the WIOA Dislocated Worker and TAA Programs are

provided to the company, and if applicable, union officials at this early stage. Worker meetings

are planned at this point to discuss the available workforce programs in more detail.

In addition to acting as a facilitator and resource of re-employment resources, the TAA and RR

State Coordinators thoroughly documents dislocation events, allowing for trend analysis and

proactive strategy development, organizes necessary communications and aligns relevant

services to support affected workers. The aforementioned strategies are all part of a demand-

driven system and a key component of a comprehensive layoff aversion strategy.

Compliance issue

Request: Puerto Rico must clearly describe steps to ensure fiscal integrity processes are

implemented with Statewide funds. Puerto Rico must describe RR layoff aversion strategies.

To ensure the fiscal integrity of the Statewide fund, the DEDC developed cost allocation

procedures. These procedures are currently under consideration by the State Board. For these

procedures, a private consulting firm conducted interviews with DEDC financial staff and

together developed procedures for proper allocation of program costs. In addition, the following

procedures are performed to ensure the fiscal integrity of the program:

• A single audit of the use of the funds is carried out once a year.

• Financial monitoring of the activities carried out with funds from the state reserve is carried out once a year.

• Contracts that exceed $10,000 must be referred to the Governor's office. If they exceed $50,000, they must also be sent to the OGP.

• The State Board is in the process of establishing public policy for the evaluation and

approval of any delegation of funds from the state reserve.


• The State Board, through its Executive and Planning Committee, evaluates transactions

of State Reserve funds that exceed $500,000. In addition, it requires a report of all

projects developed with Reserve funds regardless of the amount of funds used.

• The WDP has a Planning Guide that is reviewed each program year to bring it in line with the public policies issued by DOLETA. It contains all instructions on the use of

funds. This guide is also used for permitted state reserve activities.

• For the development of the activities required by the state, the DEDC develops competitive processes by publishing RFPs for the hiring of any professional service.

There is a permanent Auction Committee, which is staffed by additional DEDC personnel

who specialize in the service to be contracted. The DEDC follows the protocols and

policies of the state OGP to develop any RFP process.

• All contracts are regulated by the 2 CFR ensuring that obligations and funds are not used

for: food and beverage, branding and marketing projects, including website

development, indirect administrative costs, politically related activities, entertainment,

fines and penalties, donations, fundraising activities, individual memberships, and

subscriptions.

• For incumbent workers training, the employers must sign certifications and warranties

and complete the contract process. Funds will be reimbursed as expenses are incurred.

So the State Board, through the Fiscal Agent, will ensure that companies submit

performance reports and expense receipts before issuing reimbursements. The

performance reports will include the amount of work savings, the estimated amount of

annual wage savings, and the specific project measures and results. Employers

benefiting from the fund must retain receipts for at least three years beyond the end of

the grant period.

• The WDP will agree with employers receiving the fund that they may be subject to local,

state, or federal monitoring.

• The DEDC also adheres to state laws regarding the use of public funds. And all contracts are subject to review by the Puerto Rico Comptroller's Office.

In order to prevent risk for companies and employees, state strategies for layoff aversion are

oriented in four dimensions:

Partnership with economic development entities: The Department of Economic

Development and Commerce is the umbrella for government economic development agencies.

Therefore, part of the strategies for the prevention of layoffs is the orientation on incentives in

Puerto Rico that promote job creation. Some of these examples are Law 120-2014, Law 135-

2014, Incentive for Micro-entrepreneurs, among others. Therefore, part of our strategy is that

companies can have savings in their payrolls through state incentives under the DEDC. These

are state resources but apply to WIOA participants.

Incumbent Workers training: Employee training reduces the risk of dislocation of the

incumbent workers. Lifelong education is the basis for companies to be competitive in a global

and changing economy.

Research and Development: Permissible activities under Rapid Response allow local areas to

contract consulting services and labor market research. These actions will encourage data-based decision making and expert research.

Improving technology transfer: The DEDC is developing a case management program that will

allow for a better monitoring picture of WIOA participants (employees and employers). This

system will be able to keep a better record of the activities that occur in companies.

The DEDC contracted an external resource to develop policies and procedures for establishing a

Business Service Unit within the State Unit for Dislocated Workers and Employers. The State

Board has a draft policy under consideration: "PRDDEC-WIOA-RR-04-20". This policy details the

procedures for the implementation of Rapid Response activities in Puerto Rico

The statewide RR coordinator and team respond to natural disasters in the same manner as

other dislocations, while adapting to the unique characteristics of the event. The coordinator

will organize and develop a coordinated response with the appropriate federal, state, and local

agencies to ensure impacted individuals receive the services they need.

When the Governor declares an emergency and formally requests a federal emergency

declaration, the Puerto Rico Department of Economic Development and Commerce (DEDC)will

work with the local board(s) to determine if the disaster could result in a potentially large loss

of employment and evaluate whether sufficient resources are available to adequately provide

workforce services. If a funding shortfall is anticipated, the DEDC will seek Emergency

Dislocated Worker Grant funding pending federal designation. If FEMA declares a natural

disaster and establishes a designated disaster area, the DEDC will formally apply for assistance

and work with the local area(s) on implementation.

PR recently has been affected by different types of disasters; hurricanes, earthquakes and the

latest COVID-19 pandemic. For this reason, the DEDC requested a waiver allowance of WIOA

section 134(a)(2)(A), (2)(B) and (3) to add flexibility in the use of the funds reserved by the

Governor for use to provide statewide rapid response activities (i.e. WIOA section

134(a)(2)(A)), for use to provide statewide employment and training activities (i.e. WIOA

section 134(a)(2)(B) and (3)) to provide disaster relief to affected areas.

Under this waiver allowance, permitted WIOA statewide fund use includes, but is not limited to:

• Expeditious allocation of funds to a local workforce development board, or local board, so they may respond quickly to a disaster, emergency, or other qualifying event as

described at 20 CFR 687.l00(b). Only those events, and cascading events caused by a

qualifying event, that have been declared as an emergency or disaster by the Federal

Emergency Management Agency (FEMA), by the chief official of a Federal Agency with

jurisdiction over the Federal response to a disaster with potential significant loss of

employment, or the Governor of Puerto Rico as a qualifying event, qualify for the use of

WIOA statewide funds.

• To alleviate the effects that a qualifying event causes within affected local area(s),

and/or planning regions, WIOA statewide funds will allow comprehensive disaster relief

employment and employment and training activities, and the provision of needed

humanitarian resources and services, including other services or resources deemed

necessary as described at 20 CFR 687.180(b)(1).

• An individual's disaster relief employment is limited to 12 months or 2080 hours for

work related to recovery from a single emergency or disaster. The Workforce

Development Program (WDP) of the DEDC may extend an individual's disaster relief

employment for up to an additional 12 months or 2080 hours if requested and

sufficiently justified by the local board.

• Employment and training activities as described in WIOA section 134(c) and (d) are

supported for WIOA eligible participants.

• Supportive services may be provided to enable individuals to participate in disaster relief employment, including such costs as transportation, childcare, and personal safety

equipment and clothing consistent with local policies.

• Individuals shall be eligible to be offered disaster relief employment and employment and training services if such individual is a dislocated worker; is a long-term

unemployed individual as defined by the State; is temporarily or permanently laid off as

a consequence of the emergency or disaster; or in the case of an individual who is self-

employed, becomes unemployed or significantly underemployed as a result of the

emergency or disaster as well as appropriate adults and youth ages 18 and over.

The waiver request is under consideration of the USDOLETA.

The DEDC is in the process of developing a comprehensive procedure, expected to be approved

by May 2020, to serve customers using the Workforce Innovation and Opportunity Act (WIOA)

Rapid Response (RR), the WIOA Dislocated Worker, and Trade Adjustment Assistance (TAA)

programs. Both TAA and Rapid Response activities are shared by State Unit for Dislocated

Workers and Employers within the Workforce Development Program of DDEC to ensure the

provision of an all-inclusive approach. The Rapid Response section is comprised of Rapid

Response (RR) and TAA State Coordinators who are assigned to serve layoffs/closings across

the state.

The RR Coordinators begins the process by interacting with companies that have, or plan to, lay

off workers. As soon as company closure or layoff information is known, this information is

investigated by the assigned Coordinator. Investigation and fact-finding of potential trade

impact is immediately conducted for consideration of a TAA Petition. If found that a TAA

petition filing is warranted, the TAA State Coordinator discusses with the employer, and if

applicable, the Union Officials, the next steps for petition filing as well as potential benefits if

approved. If the impacted employer or Union prefers to file the TAA Petition with the U.S.

Department of Labor (USDOL), the TAA State Coordinator is available for assistance.

Dependent upon the employer preference, a Rapid Response and/or Worker Orientation

meeting is arranged to discuss the re-employment, state, federal, and local resources, as well

information presented by the W-P and UI staff. If TAA certified, the TAA Worker Benefit

Orientation (WBO) meetings are arranged in coordination with all applicable partners,

including LWDBs.

The TAA WBO meetings expand upon the Rapid Response worker orientation and provide detailed information on all TAA benefits and services. The integration of the State’s Rapid

Response and TAA Program ensures workers will receive prompt and accurate information to

make informed career and employment decisions.

The LWDBs are highly encouraged to co-enroll TAA participants into the WIOA Dislocated

Worker programs as applicable. The TAA Comprehensive Manual states “In accordance with

federal regulations, each LWDV shall provide a full range of reemployment services, including

mandated services, to eligible workers. These services include case management, training, job

search/relocation allowances and other dislocated worker programs administered by the

LWDB to maximize program efficiency and prevent duplication of services”.

Qualified participants for this program can receive the following services:

• Skills assessments, individual employment plans, career counseling, supportive services,

and information on training labor markets;

• Classroom training, on the-job training, customized training designed to meet the needs of a specific employer or group of employers, apprenticeship programs, and more;

• Income support available in the form of weekly cash payments to workers who are enrolled in a full-time training course and have exhausted their unemployment

insurance;

• Reimbursement for costs of seeking employment outside of the worker’s commuting

area;

• Reimbursement for relocation costs for employment outside of the worker’s commuting

area; and

• A wage subsidy for up to two years that is available to re-employed older workers and

covers a portion of the difference between a worker’s new wage and their old wage (up

to specified maximum amount).

B. ADULT AND DISLOCATED WORKERS PROGRAM REQUIREMENTS

1. WORK-BASED TRAINING MODELS

Work-based training is employer-driven with the goal of unsubsidized employment after

participation. Generally, work-based training involves a commitment by an employer or

employers to fully employ successful participants after they have completed the

program. Work-based training can be an effective training strategy that can provide additional

opportunities for participants and employers in both finding high-quality work and in

developing a high-quality workforce. Customized training, On-the-Job Training (OJT),

incumbent worker training, and Registered Apprenticeships are all identified as work-based

training services. Each of these work-based training models can be effectively used to target

different job seeker and employer needs.

The WIOA State Workforce Development Board is in the process of approving a Work-based

Training Policy at state level. Nevertheless, the LWDBs are required to have a local policy in

place that includes a strategy for providing work-based training services. Local training policies

and contracts are reviewed during the WIOA programmatic reviews.

Customized Training: Customized training is designed to provide local areas with the

flexibility to ensure that training meets the unique needs of job seekers and employers or

groups of employers. Customized training is to be used to meet the special requirements of an

employer or group of employers and conducted with a commitment by the employer to employ

all individuals upon successful completion of training.

Employers pay a significant portion of the training costs, as determined by the local board,

taking into account the size of the employer and other factors that may include the number of

employees participating in training; the wage and benefit levels of the employees (at present

and anticipated upon completion of the training); the relation of the training to the

competitiveness of the participant; and other employer-provided training and advancement

opportunities.

The training must incorporate new technologies, processes, or procedures, skills upgrades,

workplace literacy, or other appropriate purposes as identified by the local board.

The LWDBSs are required to have a local customized training policy for the execution of

customized training contracts. Since “significant portion of the training costs” is not identified

under the WIOA, the LWDBs will be allowed to locally define “significant portion” as part of

their local customized training policy.

On-the-Job Training: The OJT is primarily designed to first hire the participant and provide

the participant with the knowledge and skills necessary for the full performance of the job. The

OJT is a critical tool that can help job seekers enter into successful employment. The term ‘‘on-

the-job training’’ means training by an employer that is provided to a paid participant while

engaged in productive work in a job that:

• Provides knowledge or skills essential to the full and adequate performance of the job.

• Provides reimbursement to the employer of up to a percentage of the wage rate of the

participant for the extraordinary costs of providing the training and additional

supervision related to the training.

• Is limited in duration as appropriate to the occupation for which the participant is being

trained, taking into account the content of the training, the prior work experience of the

participant, and the service strategy of the participant, as appropriate.

The LWDBs are required to have a local OJT policy for the execution of OJT contracts. Local OJT

policies and contracts will continue to be reviewed during the WIOA Programmatic Reviews.

Prior to approving an OJT, the local area must assess the potential participant to ensure

suitability for the training. The assessment, at a minimum, shall include the relevant

occupation’s specific skill requirements, the participant’s academic and occupational skill level,

prior work experience and the Individual Employment Plan (IEP) or Individual Service Strategy

(ISS). The IEP must reference the lack of skills and the need for OJT. The results of the

assessment will be used, in part, to determine the appropriateness of and suitability for the OJT,

along with determining the duration of the training.

Prior to entering into an OJT agreement with an employer, the local LWDBs shall conduct a pre-

screening to ensure that the employer meets the minimum standards and can provide both

training and long-term employment to an OJT participant.

Local areas should target priority industries identified by Local Workforce Development Boards

consistent with a demand-driven workforce system. Occupations targeted for OJT should be

defined in the local OJT policy and should align and support State Workforce Development

Board. Targeted outreach should then occur within those industries.

Incumbent Worker Training (IWT) Programs: The IWT is designed to ensure that

employees of a company are able to acquire the skills necessary to retain employment and

advance within the company or to provide the skills necessary to avert a layoff and must

increase both the participant’s and a company’s competitiveness. An ideal IWT is one where a

participant acquires new skills allowing the participant to move into a higher skilled and higher

paid job within the company, thus allowing the company to hire a job seeker to backfill the

incumbent worker’s position. The training should, whenever possible, allow the participant to

gain industry-recognized training experience and ultimately, should lead to an increase in

wages.

The IWT is designed to meet the special requirements of an employer (including a group of

employers in partnership with other entities) to retain a skilled workforce, or to avert the need

to lay off employees by assisting the workers in obtaining the skills necessary to retain

employment. The IWT is conducted with a commitment by the employer to retain or avert the

layoffs of the incumbent workers being trained.

Local areas may use up to 20 percent of their local Adult and Dislocated Worker funds for

IWT. The employer, or group of employers, must pay for a portion of the cost of providing the

training to incumbent workers. The portion of the training cost is the non-federal share of the

cost of providing the training.

The LWDBs utilizing IWT are required to have a local IWT policy in place. The local policy must

include a description of local and/or regional layoff aversion strategy being utilized.

Employers are required to contribute their share (the non-federal share) of the training costs,

using a sliding scale approved by the LWDB.

Local policies and contracts for IWT will be reviewed during the WIOA Programmatic Reviews.

2. REGISTERED APPRENTICESHIP

Registered Apprenticeship is a potential workforce solution that contributes to the development

of industry-defined competencies and also serves as a proven industry-driven workforce.

Since 2018, the Department of Economic Development and Commerce of Puerto Rico thru

Workforce Development Program is working as an Apprenticeship Office under USDOL-OA

Region I oversight. In this capacity, the department has direct contact with Registered

Apprenticeship Sponsors/Employers and promotes the utilization of WIOA funding to

employers in training WIOA qualified apprentice participants. There is a stipulation that the

employer will retain the apprentice upon completion of the first year of the apprenticeship

program. Incentives exist for employers which include direct financial assistance for the

apprentices’ related training instruction.

For eligible participants, local Workforce Innovation and Opportunity Act (WIOA) Adult and

Dislocated Worker funds may be used for not only Registered Apprenticeships, but for pre-

apprenticeship training, such as remediation and/or basic job skills training, to prepare an

individual for a Registered Apprenticeship program.

Registered Apprenticeships can be funded through several mechanisms. Given the unique

nature of Registered Apprenticeships, there are several ways in which training services will be

used in conjunction with these programs:

• Registered Apprenticeships generally involve both classroom and on-the-job instruction. An On-the-Job Training (OJT) contract may be developed with a Registered

Apprenticeship program for training participants. The OJT contracts are made with the

employer. The OJT contract may be made to support some or all of the OJT portion of

the Registered Apprenticeship program,

• A combination of an Individual Training Account (ITA) to cover classroom instruction along with an OJT contract to cover some or all of the work-based training portion of the

Registered Apprenticeship is allowed, and

• Incumbent worker training may be used for upskilling apprentices who already have an established working/training relationship with the Registered Apprenticeship program.

Local areas may also include support services, in coordination with career and/or training

services to participants in a Registered Apprenticeship program. The supportive services must

be consistent with the WIOA Section 134(d)(2) and state and local policies.

An Apprenticeship State Expansion Grant was awarded to DEDC to promote the expansion of

apprenticeship programs across occupations and industries sectors and encourage diversity in

the apprentice population. The performance period ends on June 30, 2022.

3. TRAINING PROVIDER ELIGIBILITY PROCEDURE

The Procedure for Initial and Continuous Eligibility for Training Providers contains the State

policy applicable to WIOA training providers. The policies guide the procedures, directives and

the threshold criteria for achieving a determination of eligibility of educational institutions

interested in providing training and learning services for adults and dislocated workers, in

compliance with section 122 of WIOA. The procedure applies to trainings and learning

programs provided through the use of the Individual Training Accounts ("ITAs").

The following institutions may request an eligibility determination, initial or continuing, to

provide training services under WIOA:

• Higher education institutions that offer a program that leads to a post-secondary

recognized credential;

• Institutions that offer training programs registered under the National Apprenticeship

Act;

• Any other public or private institution with training programs, which may include joint labor-management apprenticeship organization and occupational technical training; and

• Eligible adult education and literacy service provider under Title II, if these activities are provided in combination with training in occupational skills.

Any educational institution must complete the application for eligibility and submit the required

information electronically to be assessed by the Local Board, in accordance with section 122 of

WIOA.

The Local Board submits to the state and to the State Board the training service providers that

comply with the minimum requirement established by the Board. Thereafter, the State will

include the recommended eligible programs in the State list of training services providers and

disseminate them in all the One Stop Centers via the electronic system. The electronic system

will automatically update the list any time a training or education program will be determined

eligible. The State shall notify the Local Board through written communication the update of the

training service providers' list.

Extended Eligibility – Biennial Review: All training providers’ eligibility is going to be

reviewed at least every two years as indicated in the State Training Provider Policy. The State

will review the performance of providers to ensure they are meeting minimum levels of

performance. The biennial review will also include verification of the registration status of

registered apprenticeship programs.

All sponsor of the Registered Apprenticeship program in the USDOL will automatically include

the apprenticeship programs in the State list, which will be disseminated to the One Stop

Centers. The electronic system will automatically update the list each time a Registered

Apprenticeship Program is included. The sponsors of Registered Apprenticeship programs shall

not be subject to the same requirements of implementation for the determination of eligibility

of other training providers.

RA sponsors on the ETPL:

All Registered Apprenticeship (RA) programs are work-based, employer-driven, and consist of

two primary components: on-the-job training (or on-the-job learning) and related instruction

(e.g., classroom training). How those components are structured varies based on industry

needs. The state ETP list addresses one of the two components of RA programs – the related

technical instruction – generally referred to as “RTI.”

Under WIOA, all apprenticeship programs that are registered with the USDOL Office of

Apprenticeship (OA) could be automatically eligible to be included on the State Eligible Training

Provider List, as a wish of the sponsor RIT providers.

All RA programs will be informed of their automatic eligibility to be included on the list and will

be provided an opportunity to consent to their inclusion, before being placed on the State ETPL.

There are no WIOA performance requirements for RA programs and are not required to provide

ongoing reports to the state or local boards.

Puerto Rico provides to the sponsors that, as part of the RI, in case of need a registration form

with instructions, for contract external training services. If they wish to belong to the ETPLs in

accordance with 20 CFR 680.470 A, the RI provider should complete the form to be in. All

external RI providers are oriented on their right to decide to be a part of the ETPL.

It is important to highlight that in Puerto Rico, there is a tendency to offer the RI activity with

internal resources. This is because many industries maintain training programs designed by

their Subject Matter Experts (SME). SMEs, on certain topics, are also hired externally. These

external SMEs do not meet the requirements to be registered on the ETPL. As a general rule,

these external SMEs are private individuals, consultants, and advisers in specific areas. RI

outlines containing courses offered by external SMEs are limited because the RI outline is

offered by a range of internal and external professionals who are experts in specific knowledge

and skills that are part of the RI outline.

Local Workforce Development Areas (LWDA) may not impose additional criteria, information,

or reporting requirements on RA programs. Additionally, if an LWDA has a local ETPL, RA

programs should be included and should be noted as ‘in-demand occupations”. If an issue arises,

LWDAs should contact the Workforce Development Program (WDP) for assistance.

RA programs must remain registered and in good standing with the OA to remain on the ETPL.

Registered Apprenticeship program sponsors that have requested to be ETPs will remain on the

ETPL as long as the program is registered or until the program sponsor notifies the WDP that it

no longer wants to be included on the ETPL or until the RA program is determined to have

intentionally supplied inaccurate information or to have substantially violated any provision of

Title I of WIOA (e.g., civil rights of discrimination violations) or the WIOA regulations, including

29 CFR part 38. An RA program whose eligibility is terminated due to intentionally supplying

inaccurate information or substantially violating WIOA provisions will be terminated for not

less than two years and is liable to repay all youth, adult, and dislocated worker training funds if

received during the period of noncompliance.

If instances of substantial violations are reported to the WDP, they will work in consent with the

OA to make the determination of ineligibility. The opportunity for an appeal and hearing is

described in the ETPL Appeal Procedures.

The biennial review will include verification of the registration status of RA programs and the

removal of any RA programs that are not currently registered or do not wish to continue as

ETPs. Although RA programs are not required to provide ETP Performance reports, voluntary

reporting of performance information is encouraged under WIOA regulations, and outcomes for

WIOA participants in WIOA funded RA programs must be included in the State’s annual

performance report. WIOA 116 (d) (2).

In order for Registered Apprenticeship programs to be included on the ETPL, completion of an

abbreviated form is necessary to collect information needed for populating the ETPL. If the

program is viable and active, the program will remain on the ETPL as long as the program is

registered or until the program sponsor notifies the State that it no longer wants to be included

on the list. Training programs must be approved by the Office of Apprenticeship.

Registered Apprenticeship can take many forms, and the sponsors are diverse, including:

• Employers who provide related instruction. A number of employers with Registered Apprenticeship programs provide formal in-house instruction as well as on-the-job

training at the worksite.

• Employers who use an outside educational provider. Under this model, Registered Apprenticeship program sponsors do not provide the related instruction or educational

portion of the apprenticeship, but rely upon an outside educational two entities to

deliver instruction. Employers can use two- or four-year post-secondary institutions,

technical colleges, eligible providers of adult education and literacy activities under title

II, or on-line courses for related instruction. The employer is the ETP and must identify

their instructional provider as defined locally.

• Joint Apprenticeship Training Programs. These programs are made up of employers and

unions. They have an apprenticeship training school where the instructional portion of

the Registered Apprenticeship program is delivered. The training schools are usually

administered by the union.

• Intermediaries. Intermediaries can serve as program sponsors when they take

responsibility for the administration of the apprenticeship program. They can also

provide expertise such as curriculum development, classroom instruction, and

supportive services, as appropriate. The intermediary is the ETP and must identify the

instructional provider if an outside organization is providing the educational portion of

the apprenticeship. Intermediaries include:

• Educational institutions including two and four-year post-secondary institutions,

technical colleges, or eligible providers of adult education and literacy activities under

title II. In this model, the educational institution administers the program, works with

employers to hire apprentices, and provides classroom or on-line instruction for the

apprenticeship program.

o It should be noted that as part of our assessment and outreach to disseminate

the apprenticeship program, registered educational institutions, understanding

community colleges, universities, and similar, are being oriented to offer their

programs to the employers who will be part of that registry. These institutions

are nationally registered and can provide federal financial aid to the students

who qualify. Individuals who enter Apprenticeship Programs belonging to these

institutions will have the RI and the opportunity to be placed with employers

allied to the program for the OJL;

• Industry associations administer the program and work with employer/members and

educational entities to implement the apprenticeship program; and,

• Community-based organizations administer the program and work with employers,

educational entities, and the community to implement the apprenticeship program.

4. DESCRIBE HOW THE STATE WILL IMPLEMENT AND MONITOR THE PRIORITY FOR PUBLIC

ASSISTANCE RECIPIENTS, OTHER LOW-INCOME INDIVIDUALS, AND INDIVIDUALS WHO ARE

BASIC SKILLS DEFICIENT IN ACCORDANCE WITH THE REQUIREMENTS OF WIOA SEC.

134(C)(3)(E), WHICH APPLIES TO INDIVIDUALIZED CAREER SERVICES AND TRAINING

SERVICES FUNDED BY THE ADULT FORMULA PROGRAM

Local areas must establish the criteria and the process by which priority of service will be

applied. Priority for individualized career and training services must be given to recipients of

public assistance, other low-income individuals, and/or individuals who are basic skills

deficient. It is not necessary to determine that an adult is eligible in accordance with the

priority of service until it is determined that the individual is in need of individualized career or

training services. Veterans and eligible spouses continue to receive priority of service.

When programs are statutorily required to provide priority for a particular group of individuals,

priority must be provided in the following order:

• First, to veterans and eligible spouses who are also funded in the groups given statutory priority for the Workforce Innovation and Opportunity Act (WIOA) Adult formula

funds. This means that veterans and eligible spouses who are also recipients of public

assistance, other low-income individuals, or individuals who are basic skills deficient

would receive first priority for services funded with the WIOA Adult formula funds for

individualized career services and training services.

• Second, to non-covered persons (that is, individuals who are not veterans or eligible

spouses) who are included in the WIOA’s priority groups.

• Third, to veterans and eligible spouses who are not included in the WIOA’s priority

groups.

• Fourth, to priority populations established by the Governor and/or the local Workforce

Development Board.

• Last, to non-covered persons outside the groups given priority under the WIOA.

The statutory requirement applies to Adult program funds for individualized career and

training services. Funds allocated for the Dislocated Worker program are not subject to this

requirement. The State Board will be reviewing and approving a policy to provide the

framework for the local boards in the next weeks. All new policies have to be in place on July

1st, 2020.

Priority of Service is monitored as part of the state’s WIOA programmatic reviews. The goal of

programmatic reviews is to provide technical assistance, as appropriate, and ensure that

established policies, procedures, and systems achieves quality program outcomes that meet the

requirements and objectives of the WIOA and federal and state regulations.

Compliance issue

Request: Puerto Rico must describe the implementation and monitoring for priority of service

for public assistance, other low-income individuals who are BSD in the Adult program. Puerto

Rico’s plan indicates priority is given to Veterans.


The Workforce Innovation and Opportunity Act (WIOA) requires priority to be given to public

assistance recipients, other low-income individuals, and individuals who are basic skills

deficient, when providing individualized career services and training services using WIOA Title I

Adult program funds. WIOA provides a focus on serving individuals with barriers to

employment, and this priority in the law intends to ensure access to these populations on a

priority basis across all titles. In the initial evaluation process for WIOA participants, they are

asked to report whether they are receiving public assistance, whether the participant has a low-

income level, and whether they have deficient basic skills level through assessment tests

conducted by AJC staff. The follow-up process for these participants is conducted to ensure that

the service priority is met. The DEDC is in the process of doing the monitoring instrument to

ensure compliance with the priority of service policy for eligible participants. The tool will

provide a review of overall eligibility as well as the priority of service based on the

requirements of the state policy. Also, the monitoring instrument will verify that all local areas

have established written policies and procedures to ensure that priority of service to

participants is met. Currently, AJC staff in Puerto Rico keep the eligibility document for priority

services in the participant's file.

5. DESCRIBE THE STATE’S CRITERIA REGARDING LOCAL AREA TRANSFER OF FUNDS

BETWEEN THE ADULT AND DISLOCATED WORKER PROGRAMS

The Planning Guidelines is also the official document that sets the public policy and

requirements for local area funds allocation regarding the Youth, Adult and Dislocated Workers

programs. Section VIII of the guidelines establishes the public policy for transfer of funds

between the adult and dislocated worker programs in accordance with section 133(b)(4) of

WIOA allows for the transfer of 100 percent of funds between adults and dislocated workers

programs, subject to the approval of the Governor. The local areas transfer requests are

evaluated according to the need of each local area. To request transfers between programs, local

areas must present to the State a transfer application that include:

• Transfer application signed by the president of the Board of Mayors and the president of the Local Board

• Certification of the Local Board in quorum, with the presentation of the minutes of the meeting in which are discussed the scope of the transfer of funds, together with the vote

held to authorize it

• Statistical data of the closures of business, industries or employers, as well as the

dislocated workers or adults with need, which justify and evidence the need for increase

services in the program which funds will be transferred (applications received without

this information will not be considered for evaluation)

• Measures to be implemented to avoid any adverse impacts on the services of the

program from which funds were transferred or reduced

• Two Budget Information Summaries (BIS), one including the transferred amount to

maintain the identity of the program where it is transferred, and another reflecting the reduction of the program from which the transfer takes place

Transfer of funds will be made only after completing a thorough analysis of the impacts on the

service in the affected programs. The Local Board in charge of establishing the priorities and

outcomes of the local areas will consider the impact in the service delivery at the One Stop

Centers prior to completing a transfer of funds.

C. WITH RESPECT TO YOUTH WORKFORCE INVESTMENT ACTIVITIES AUTHORIZED IN

SECTION 129 OF WIOA—

1. IDENTIFY THE STATE-DEVELOPED CRITERIA TO BE USED BY LOCAL BOARDS IN

AWARDING GRANTS OR CONTRACTS FOR YOUTH WORKFORCE INVESTMENT ACTIVITIES AND

DESCRIBE HOW THE LOCAL BOARDS WILL TAKE INTO CONSIDERATION THE ABILITY OF THE

PROVIDERS TO MEET PERFORMANCE ACCOUNTABILITY MEASURES BASED ON PRIMARY

INDICATORS OF PERFORMANCE FOR THE YOUTH PROGRAM AS DESCRIBED IN SECTION

116(B)(2)(A)(II) OF WIOA IN AWARDING SUCH GRANTS OR CONTRACTS.[11]

As provided in sec. 123 of WIOA, local boards must identify eligible providers of youth

workforce development activities in the local area by awarding grants or contracts on a

competitive basis based on the recommendation of the youth standing committee, whose

establishment will be encouraged by the State Board.

The Local Boards must include the State plan criteria used to identify youth providers, taking

into consideration the ability of the provider to meet performance accountability measures

based on the primary indicators of performance for the youth programs. Also, must conduct a

full and open competition to secure that the selection of youth service providers is made in

accordance with federal procurement guidelines in 2 CFR parts 200, in addition to applicable

State and local procurement laws.

Where the Local Board determines there is an insufficient number of eligible providers of youth

workforce development activities in the local area, such as might be the case in a rural area, the

Local Board might opt to award grants or contracts on a sole source basis (WIOA sec. 123(b)).

Local youth programs must be designed to provide for an objective assessment of each youth

participant that meets the requirements of WIOA Section 129(c)(1)(A), and include a review of

the academic and occupational skill levels, as well as the service needs, of each youth for the

purpose of identifying appropriate services and career pathways for participants and informing

the individual service strategy. Also, to develop and update, as needed, an individual service

strategy for each youth participant and provide case management to youth participants,

including follow-up services. Local areas must ensure that WIOA youth service providers meet

the referral requirements established in sec. 129(c)(3)(A) of WIOA for all youth participants.

According to sec. 129(c)(2) of WIOA, local areas must make each of the required 14 youth

elements available to youth participants. According to WIOA sec. 129(c)(3)(C), the local areas

must ensure that parents, youth participants, and other members of the community with

experience relating to youth programs are actively involved in both the design and

implementation of its youth programs. A minimum of 75% of State and local youth funding is to

be used by local areas for out-of-school youth (OSY). At least 20% of local Youth formula funds

must be used for work experiences, such as summer and year-round employment, pre-

apprenticeship, OJT, internships or job shadowing.

Youth program providers must provide a detailed description of each program element with

youth performance information (for WIOA youth providers). Performance information for each

training program will include a detailed description of the provider partnerships with business

partners, and a provider must not be found in fault in criminal, civil, or administrative

proceeding related to its performance as a training or educational institution and must not be

included in any Federal, State, or local debarment and suspension lists.

2. DESCRIBE THE STRATEGIES THE STATE WILL USE TO ACHIEVE IMPROVED OUTCOMES FOR

OUT-OF-SCHOOL YOUTH AS DESCRIBED IN 129(A)(1)(B), INCLUDING HOW IT WILL

LEVERAGE AND ALIGN THE CORE PROGRAMS, ANY COMBINED STATE PLAN PARTNER

PROGRAMS INCLUDED IN THIS PLAN, REQUIRED AND OPTIONAL ONE-STOP PARTNER

PROGRAMS, AND ANY OTHER RESOURCES AVAILABLE.

Out of school youth are one of the most difficult populations to serve because their primary

interest lies in attaining self-sufficiency. Local Areas received youth with facing diverse

economic and social barriers to achieve their academic or employment goals. Among these:

below average academic and reading levels; risks of becoming dropouts, homeless, runaway,

foster child, pregnant or parents, offenders; or in need of additional assistance to obtain and

maintain employment. To improve the out of school youth outcomes the State will pursue the

following strategies:

• Implementation of the Registered Apprenticeship. Registered Apprenticeship will be implemented as a useful strategy to increase youth attainment of industry-recognized

credentials, as well as to improve youth outcomes.

• Puerto Rico Office of Apprenticeship will partner with the PRDE, community colleges,

universities and community partners to increase the opportunities for youth to

transition from high schools into an apprenticeship or pre-apprenticeship program.

• Foster a structured approach for out of school youth emphasizing the importance of a

youth program design that includes meaningful work experiences that integrate work-

based learning and academic classroom learning, as a strategy to strengthen services to

out of school youth. Local areas will be encouraged to design this activity by providing a

greater number of hours in work experience combined with alternative secondary

school, support service and academic learning for the out of school youth.

• Strengthening Employer Collaboration. Increase partnerships with employers to foster economic development and high-growth opportunities for out of school youth. The

WIOA system has the mission to prepare and train workers, and to help businesses find

qualified workers to meet their present and future workforce needs. Local areas will be

encouraged to integrate employers to help define and support new strategies designed

to better educate, train, and prepare out of school youth and to provide critical

leadership in the creation of these pipeline strategies.

• Also, employers can help the workforce system by identifying the skills and competencies needed in the industry, particularly for entry-level positions; developing

industry certification; collaborating with training institutions in occupational-skills

curriculum development; creating student internships and work experience

opportunities; providing formal mentoring programs and partnerships that support

youth in their interest to pursue careers in high-growth and high-demand industries;

and acquiring employer and industry commitments to hire youth. Also, under WIOA,

employers are the main partner in the implementation of Apprenticeship training

opportunities and credentials.

When designing youth employment and training programming, State and local areas should consider the following design elements; promotion and increase of meaningful work experience

opportunities as set forth in section 129(c)(2)(c) of WIOA, particularly for out of school youth;

increase of service delivery for youth with disabilities; need to address the issues impacting

service delivery for out of school youth; need to ensure quality case management through the

monitoring process; and provision of effective follow-up services.

The state level will provide technical assistance to local areas for carrying out the necessary

activities to improve the outcomes for out of school youth as described in section 129(a)(1)(B).

3. DESCRIBE HOW THE STATE WILL ENSURE THAT ALL 14 PROGRAM ELEMENTS DESCRIBED

IN WIOA SECTION 129(C)(2) ARE MADE AVAILABLE AND EFFECTIVELY IMPLEMENTED,

INCLUDING QUALITY PRE-APPRENTICESHIP PROGRAMS UNDER THE WORK EXPERIENCE

PROGRAM ELEMENT. [12]

WIOA eligible youth are individuals between the ages of 14 and 24 that are either Out of School

Youth or In School Youth as defined by WIOA's section 129(a)(1). These must also meet one of

the following additional conditions: being basic skills deficient; be an English language learner;

an offender; homeless, runaway, in foster care or aged out of the foster care system; pregnant or

parenting; an individual with a disability; or a person who requires additional assistance to

enter or complete an educational program or to secure and hold employment.

Services are provided to eligible youth participants through a network of youth service

providers, which are competitively procured. The Youth program is committed to providing,

through local areas, the following required youth elements:

• Tutoring, study skills training, instruction and evidence-based drop-out prevention and

recovery strategies;

• Alternative secondary school services or drop-out recovery services;

• Paid and unpaid work experiences;

• Occupational skills training;

• Education offered concurrently with and in the same context as workforce preparation;

• Leadership development;

• Supportive services;

• Adult mentoring;

• Comprehensive guidance and counseling;

• Financial literacy education;

• Entrepreneurial skills training;

• Labor market and employment information services;

• Activities that prepare for transition to post-secondary education and training; and

• Follow-up services.

In order to become an eligible Youth training provider, the entity must first contact the local

area to apply. The area will conduct a competitive bidding process to award locally procured

youth contracts. The statewide youth eligible provider list is comprehensive list of those locally

procured youth contracts. Once the entity has successfully completed the application process

dictated in the local area policy, the application is then referred to the State program to be

included on the statewide youth provider list.

4. PROVIDE THE LANGUAGE CONTAINED IN THE STATE POLICY FOR “REQUIRING

ADDITIONAL ASSISTANCE TO ENTER OR COMPLETE AN EDUCATIONAL PROGRAM, OR TO

SECURE AND HOLD EMPLOYMENT” CRITERION FOR OUT-OF-SCHOOL YOUTH SPECIFIED IN

WIOA SECTION 129(A)(1)(B)(III)(VIII) AND FOR “REQUIRING ADDITIONAL ASSISTANCE TO

COMPLETE AN EDUCATION PROGRAM, OR TO SECURE AND HOLD EMPLOYMENT” CRITERION

FOR IN-SCHOOL YOUTH SPECIFIED IN WIOA SECTION 129(A)(1)(C)(IV)(VII). IF THE STATE

DOES NOT HAVE A POLICY, DESCRIBE HOW THE STATE WILL ENSURE THAT LOCAL AREAS

WILL HAVE A POLICY FOR THESE CRITERIA.

State policy defers to local policy on the definition of “requires additional assistance to complete

and educational program, or to secure and hold employment.”

5. INCLUDE THE STATE DEFINITION, AS DEFINED IN LAW, FOR NOT ATTENDING SCHOOL AND

ATTENDING SCHOOL AS SPECIFIED IN WIOA SECTION 129(A)(1)(B)(I) AND SECTION

129(A)(1)(C)(I). IF STATE LAW DOES NOT DEFINE “NOT ATTENDING SCHOOL” OR

“ATTENDING SCHOOL,” INDICATE THAT IS THE CASE AND PROVIDE THE STATE POLICY FOR

DETERMINING WHETHER A YOUTH IS ATTENDING OR NOT ATTENDING SCHOOL.

Puerto Rico compulsory education laws require children between the ages of 6 and 16 to attend

school. However, for purposes of WIOA, the Workforce Development Program does not consider

providers of Adult Education under title II of WIOA, YouthBuild programs, and Job Corps

programs to be schools. Therefore, WIOA youth programs may consider a youth to be “not

attending school” for purposes of WIOA youth program eligibility if he/she is attending Adult

Education provided under title II of WIOA, YouthBuild, or Job Corps. It is the policy of the WDP

that student attendance at a post-secondary institution qualifies as “attending school.”

State policy defines “alternative education” as options for students who are at risk of dropping

out of high school to remain engaged in an alternative-learning environment that focuses on

their particular skills, abilities, and learning styles.

6. IF USING THE BASIC SKILLS DEFICIENT DEFINITION CONTAINED IN WIOA SECTION 3(5)(B),

INCLUDE THE STATE DEFINITION WHICH MUST FURTHER DEFINE HOW TO DETERMINE IF

AN INDIVIDUAL IS UNABLE TO COMPUTE OR SOLVE PROBLEMS, OR READ, WRITE, OR SPEAK

ENGLISH, AT A LEVEL NECESSARY TO FUNCTION ON THE JOB, IN THE INDIVIDUAL’S FAMILY,

OR IN SOCIETY. IF NOT USING THE PORTION OF THE DEFINITION CONTAINED IN WIOA

SECTION 3(5)(B), INDICATE THAT IS THE CASE.

Puerto Rico is using the basic skills deficient definition as contained in WIOA sec. 3(5). The term

"basic skills deficient” means a youth that: has English reading, writing, or computing skills at or

below the 8th grade level on a generally accepted standardized test; or is unable to compute or

solve problems, read, write, or speak English at a level necessary to function on the job, in the

individual’s family, or in society.

Compliance issue

Request: Puerto Rico must include a detailed description of the state's basic skills deficient

definition.

As included in WIOA Section 3(5)(B):

The term "basic skills deficient" means, concerning an individual -

• who is a youth, that the individual has English reading, writing, or computing skills at or

below the 8th grade level on a generally accepted standardized test; or


• who is a youth or adult, that the individual is unable to compute or solve problems, or

read, write, or speak English, at a level necessary to function on the job, in the

individual's family, or in society.

An adult may be assessed as deficient in basic knowledge through observations by the case

manager and documented in case notes. For example, the case manager may observe that the

adult is not able to read or fill out an application form or have basic computer skills. It is

expected that any such basic skills deficiencies will be determined by an objective, valid, and

reliable assessment. There are several methods for evaluating basic skills. Each local area must

use the test tabulation to classify the participant's performance levels. The participant's file

must contain an academic test (including the participant's name, date of test, and results).

D. SINGLE-AREA STATE REQUIREMENTS

1. ANY COMMENTS FROM THE PUBLIC COMMENT PERIOD THAT REPRESENT DISAGREEMENT

WITH THE PLAN. (WIOA SECTION 108(D)(3).)

2. THE ENTITY RESPONSIBLE FOR THE DISBURSAL OF GRANT FUNDS, AS DETERMINED BY

THE GOVERNOR, IF DIFFERENT FROM THAT FOR THE STATE. (WIOA SECTION 108(B)(15).)

3. A DESCRIPTION OF THE TYPE AND AVAILABILITY OF WIOA TITLE I YOUTH ACTIVITIES AND

SUCCESSFUL MODELS, INCLUDING FOR YOUTH WITH DISABILITIES. (WIOA SECTION

108(B)(9).)

Not applicable.

4. A DESCRIPTION OF THE ROLES AND RESOURCE CONTRIBUTIONS OF THE ONE-STOP

PARTNERS.

Not applicable.

5. THE COMPETITIVE PROCESS USED TO AWARD THE SUBGRANTS AND CONTRACTS FOR

TITLE I ACTIVITIES.

Not applicable.

6. HOW TRAINING SERVICES OUTLINED IN SECTION 134 WILL BE PROVIDED THROUGH

INDIVIDUAL TRAINING ACCOUNTS AND/OR THROUGH CONTRACTS, AND HOW SUCH

TRAINING APPROACHES WILL BE COORDINATED. DESCRIBE HOW THE STATE WILL MEET

INFORMED CUSTOMER CHOICE REQUIREMENTS REGARDLESS OF TRAINING APPROACH.

Not applicable.

7. HOW THE STATE BOARD, IN FULFILLING LOCAL BOARD FUNCTIONS, WILL COORDINATE

TITLE I ACTIVITIES WITH THOSE ACTIVITIES UNDER TITLE II. DESCRIBE HOW THE STATE

BOARD WILL CARRY OUT THE REVIEW OF LOCAL APPLICATIONS SUBMITTED UNDER TITLE II

CONSISTENT WITH WIOA SECS. 107(D)(11)(A) AND (B)(I) AND WIOA SEC. 232.

Not applicable.

8. COPIES OF EXECUTED COOPERATIVE AGREEMENTS WHICH DEFINE HOW ALL LOCAL

SERVICE PROVIDERS WILL CARRY OUT THE REQUIREMENTS FOR INTEGRATION OF AND

ACCESS TO THE ENTIRE SET OF SERVICES AVAILABLE IN THE ONE-STOP DELIVERY SYSTEM,

INCLUDING COOPERATIVE AGREEMENTS WITH ENTITIES ADMINISTERING REHABILITATION

ACT PROGRAMS AND SERVICES.

Not applicable.

E. WAIVER REQUESTS (OPTIONAL)

Compliance issue

Request: Under separate cover dated April 28 2020, Puerto Rico is requested to submit

additional information to support waiver requests. ETA is unable to issue a determination on

requests, pending Puerto Rico’s response.

The Puerto Rico Department of Economic Development and Commerce (DEDC) and the

Workforce Development Program (WDP) submitted on May 25 the Action Plan to direct efforts

in implementing the PRIS system under the requirements of the WIOA Participant Individual

Record Layout (PIRL). SOFTEK was contracted by WDP to develop the PRIS system. PRIS is

currently in its final phase review and will be ready for the first report in June. At this time, the

system detected 250 errors. These errors respond to the participant files from the American Job

Centers. The Local staff was instructed to correct them. The first report for the 2018 program

year will be submitted on June 15. However, it is essential to note that the program's

implementation will better position the DEDC to comply with the quarterly and 2019 program

year USDOL's reports.

This action plan was developed in collaboration with Estudios Técnicos, Inc. (ETI), an

independent consulting firm. An assessment of the American Job Centers in Puerto Rico was

conducted before the development of the plan. The evaluation reflected the challenges that

persist in the implementation of PRIS. Once all the information was gathered, a meeting was

held on May 21, 2020, with the American Job Centers Operators. With the input of all

stakeholders, this action plan was developed. WDP and ETI will monitor the activities of the

project to ensure compliance with the U.S. Department of Labor dates. Once this plan is

implemented, Puerto Rico will begin to report the performance measures required by WIOA

regularly.

For more details about the phases of the action plan and the timeline for the corresponding

activities, you may refer to the "Puerto Rico Corrective Action Plan."

Implementation Results of Approved Waivers

Puerto Rico Waivers Request Plan

Puerto Rico is going through a difficult situation, after slowly starting recovery after the impact

of hurricanes, we faced tremors that affected the southern and southwest areas of the

island. Then the COVID-19 pandemic happened. According to USDOL’s report on

unemployment insurance claims in Puerto Rico, from March 16, 2020, when quarantine began

on the island, until May 23, 2020, there were 275,478 UI claims. This number does not include

self-employed who applied for the Pandemic Unemployment Assistance Program (PUA), which

is estimated to be 140,000 applications. This statistic is in great contrast to the unemployed

reported by the BLS in December 2019, which were 89,211, while the people receiving IU were

only 56,240, with 26,781 unemployed for 15 weeks or more (BLS December 2019).

Puerto Rico is in stage three, of the opening of the pandemic, established by the Governor of PR.

This stage allows the partial opening of businesses and industries, taking the necessary control

measures. It is not projected, an uptick in the economy until the end of 2020, so the number of

dislocated workers will continue to over 200,000 in the incoming months.


These waivers will allow the workforce system to better respond to the needs of the

participants and employers. This is Puerto Rico's new reality, leads us to look for more

opportunities for people with barriers to employment and to assist local and regional

economies. These waivers are of great help in actual scenario.

The outcomes of the current waiver are as follows:

1. Waiver of Youth Program requirement to meet the 75% OSY Expenditure rate.

This waiver has been the most used in the PR workforce system, because its implementation

allows the use of up to 50% of the youth program funds, for services to in-school youth

(ISY). After the catastrophic events of hurricanes Irma and Maria, the services provide to ISY

were limited because most of the schools on the island closed for a long time. To this we must

add the earthquakes that occurred at the beginning of the year 2020 and later the COVID-19

pandemic.

In the PY 2018 Annual report, Puerto Rico reported that a total of 2,914 youth, (1,527 OSY and

1,386 ISY), were served under this waiver with an investment of $2,610,926. It should be noted

that even with the waiver, the services to OSY did not reflect a decrease in services. The number

of OSY served is greater than the ISY.

In-School-Youth have been the most affected by the closure of educational institutions after the

tremors and the COVID-19 pandemic. The government plans to take measures so that students

in the public system can start the next school year either in person or online. With the renewal

of the waiver we can expand the scope of services to young people. However, it is important to

mention that the OSY will continue to be a priority of the workforce development system of

Puerto Rico.

On the other hand, once the MIS system is working, we can better measure the impact on young

people (OSY and ISY) and obtain quantifiable outcomes. In addition, the DEDC and the State

Board are taking measures to improve the Youth Program. For that reason, in the next weeks

we expect the approval of new public policies for the Youth program, including implementing

changes to the procurement process for the selection of service providers.

As the economic situation of Puerto Rico improves, and the MIS system is properly

implemented, DEDC expect to increase the percent on annual basis until reach the 75% for OSY.

1. Waive requirements under Sections 129 and 134 Required Statewide Activities, to

conducting evaluations under section 116(e) of activities authorized under this

chapter and chapter 3 in coordination with evaluations carried out by the

Secretary under section 169(a).

The outcomes of this waiver cannot be submitted determined yet, because directly relates to the

performance reports. Puerto Rico is in the process of finishing the database system that will

allow to submit annual and quarterly reports in the next few weeks.

We don’t have an estimate of the cost savings, nevertheless the unused funds were used to serve

the youth, adults and dislocated workers. We expect to be in better position to conduct

evaluations, as soon as the MIS implementation is finished and the public policies are in place.

In addition, we will be building capacity to conduct evaluations to the monitors both at the state

level and at the local area level and hiring external resources for those purposes. System

partners will also be included in the process. The State Board have some concerns and

suggested some areas to be evaluated such as: Youth Program performance, integration of

required partners in the AJCs, and public policies related assistance and implementation at state

and local areas level, and evaluate the reduction of the number of local areas., among others.

1. Waiver of WIOA section 134(d)(5) to allow up to 50 percent of Adult and

Dislocated Worker funds to be used for the provision of transitional jobs.

As reported on the PY18 Annual Report, two LWDBs, San Juan and Ponce, had a participation of

107 participants, 38 dislocated workers, and 69 adults. Also, 33 employers collaborated to

provide the first work experience to people with poor employment history to make their

transition to the labor market. The allocation of funds was $541,941 between both Local Boards,

with an average investment of $5,000 per participant. At the present, only the LWDB of La

Montaña is using the waiver.

Nevertheless, the State Board request the renewal of this waiver due to the negative effect that

the COVID-19 pandemic has had on the economy. It will be necessary to help adults and

dislocated workers with a poor employment history.

1. Waiver for WIOA section 134(c)(3)(H)(i) and 20 CFR 680.720(b) to increase on-

the-job training (OJT) employer reimbursement up to 90 percent.

Initially five Local Boards used this waiver with a participation of 80 employers and 592

participants. This waiver has been a great tool to help local boards to attract new employers to

the workforce system. Especially those small and medium-sized businesses which usually are

reluctant to develop training for the employees even in need when they are introducing new

processes or update skills.

The economic outlook has changed in the past six months. Starting the year Puerto Rico suffered

various tremors that mainly affect the south and southwest areas of the island. The USDOL

published in its report on unemployment insurance claims in Puerto Rico from March 16, 2020,

when quarantine began on the island, until May 23, 2020, reported 275,478 claims to the UI.

This number does not include self-employed who applied for the Pandemic Unemployment

Assistance Program (PUA), which is estimated to be 140,000 applications. This statistic is in

great contrast to the unemployed reported by the BLS in December 2019, which were 89,211,

while the people receiving IU were only 56,240, with 26,781 unemployed for 15 weeks or more

(BLS December 2019). In addition the pandemic crisis has forced the closing of many small

business. We’ll see how many businesses can recover from this crisis.

The state developed instructions (which is included) and established the requirement that each

local board had to develop public policy for the implementation of the waiver. The State Board

will be issuing additional instructions to allow only employers with a history of OJT participants

at the end of training to be awarded the highest rate.

As mentioned previously, the economic situation that has arisen in the last six months in Puerto

Rico has further aggravated the situation presented at the time when DEDC originally requested

the waiver. The waiver will increase the opportunity for employers to access talented

participants looking for an employment opportunity. This waiver has not been implemented by

all local board, as it is based on the need that arises in their local areas and the difficulty that

small businesses have using the OJT at the rate allowed by law. The local areas determine the

needs of the employers when conducting the outreach.

The State Board is in the process of developing a number of public policies, including work-

based training, including OJT. This policy will contain a separate section to address the issue of

waivers. In addition, technical assistance will be provided to staff in local areas related to this

policy.

When we complete the implementation of the new MIS system we will be able to track the

participants who benefited from this exemption.

Waivers Request

Waiver of the limitation on the use of funds for capitalization of business under WIOA

l81(e) to allow funds to be used to capitalize small business, up to $5.000 per affected

business.

PRDEDC requests DOLETA a waiver of the limitation on the use of funds for capitalization of

business under WIOA §181(e) to allow Governor’ s Reserve funds to be used to capitalize small

business that were affected by emergencies, up to $5,000 per affected business. This waiver

will allow the state to assist disaster-affected business and create new employment

opportunities. Under the waiver, individuals benefiting from the capitalization must complete

entrepreneurial or microenterprise training.

Puerto Rico's geographical location exposes the island to atmospheric and natural events that

lead to emergencies. We are exposed to threats of floods, tropical storms and hurricanes,

because of our geographical position in the Caribbean Sea, that disrupt the functioning of the

island's economy after each events. In 2017, we suffered the onslaught of the Category 5

Hurricanes Irma and Maria, which left desolation, deaths, million-dollar losses, infrastructure

damage and the dislocation of PR's economy. Under the grant DW-31161-17-60-A-72 assigned

by DOLETA to serve both hurricanes, the business capitalization waiver was requested. Only

the state of Texas had received approval from this waiver to deal with Hurricane Katrina.

On the other hand, geologically the island of Puerto Rico lies in a dynamic plate-boundary zone

between two tectonic plates: the North American plate and the northeast corner of the

Caribbean plate. The northern boundary of Puerto Rico is marked by the 800-kilometer-long

Puerto Rico Trench, which is the deepest part of the Atlantic Ocean, with a maximum depth of

8,648 meters. Puerto Rico is bounded on the south by the Muertos Trough, on the west by the

Mona Canyon, and on the east by the Virgin Islands Basin

Puerto Rico lies in a tectonically active region where earthquakes have occurred for centuries,

but because Puerto Rico has not experienced a quake of this level of impact since 1918. The

recent quakes occurred since December 28, 2019, their aftershocks, and resulting damage took

the southwest region and destroyed it. About 7,500 people have left their homes for other kinds

of shelter, including, in some cases, cars and tents.

The geologic settings of Puerto Rico created a new emergency scenario related to human safety,

environmental health, and economic development. Because the island lies on an active plate

boundary, earthquakes are a constant threat, and the densely populated coastal areas are

vulnerable to tsunamis. Erosion is a concern in many coastal areas, but is particularly serious to

island economies that rely heavily on the tourist industry.

The latest worldwide emergency is the COVID-19 pandemic. Coronavirus disease (COVID-19) is

a new strain that was discovered in 2019 and has not been previously identified in humans. This

new virus and disease were unknown before the outbreak began in Wuhan, China, in December

2019.

In the three emergency scenarios that faced PR in the last years, the small and medium business

are the most affected sector in the economy, because there are directly related with people

spending trend.

The use of funds that will be allocated under this waiver is limited to emergency, disaster-

related needs only. For example, businesses may use the funds to purchase a computer for

contacting customers and reestablishing payroll records, lease a building for operations, buy

supplies and materials, or for fees and tuition payments for operating licenses or staff

certification and training.

Small and medium-sized established businesses represented 81.3% of private sector jobs,

according to the Small Business Administration[1]. According to the SBA, the private sector

accounted for 681,058 jobs in Puerto Rico. Of these, 555,945 or 81.3% were in businesses of 25

employees or less. It was estimated around 40,000 small and medium-sized business in Puerto

Rico well known as PYMEs (the Spanish acronym for Pequeñas y Medianas

Empresas). According to the SBA, 8 of 10 jobs openings in Puerto Rico came from PYMEs.

On June 12, 2018, DOLETA approved this waiver to Puerto Rico, until June 30, 2020, to allow the

use of Irma and Maria Hurricanes NDWG funds up to $5,000 to capitalize a small business in

concert with entrepreneurial training for the individuals benefiting from the capitalization.

PR is proposing two scenarios for the use of funds for capitalization. In the first option, the state

would use up to 20% of the Governor's Reserve funds, when a state emergency occurs, as

proclaimed by the Governor, through the State Emergency Management Agency. In this case, the

State Board will determine the allocation and approve the use of capitalization funds, taking

into consideration the impact of the designated emergency. On the second scenario, up to 25%

of the emergency funds allocated through an NDWG grant can be used for capitalization of small

business. This alternative is in consonance with the waiver approved after Hurricanes Irma and

Maria.

The following conditions apply to the use of funds for small business capitalization once

approved this new waiver request:

1. The DEDC create an ad-hoc Business Capitalization Committee. The applications must be

reviewed by the committee prior to approval to ensure rigor and consistency in the

handling of business capitalization requests.

2. Grant assistance must be limited to no more than $5,000 per individual/business.

3. Entrepreneurial training is required for the individual benefiting from the capitalization.

4. Use of funds to cover salaries is not permitted.

5. Use of funds for business capitalization revolving loans is not permitted.

6. Is required to submit as minimum three receipt of legitimate estimates for expenses in

the application for the Committee evaluation.

7. Also business have to submit receipts after the item/service is provided, to ensure that

the actual cost of the good/service is not less than the estimate.

8. The business has to reimbursement the fund doesn’t used as approved by the

Committee.

9. DEDC financial systems in place to track funds approved under this business

capitalization waiver, as well as the responsibility to recapture funds that were not used

by eligible businesses in instances where the final receipt is less than the original

estimate.

10. The DEDC Monitoring Unit is required to monitor the implementation of this waiver.

The waiver for capitalization after hurricanes Irma and Maria was of great help to small and

medium-sized business affected by hurricanes to restart their operations. The outcomes of this

waiver are as follows:

1. Development of an outreach and dissemination process by providing on-site orientation,

related to the eligibility criteria, documentation and application processes. Were

completed 1,453 orientations to small business and had been received 669 applications

for the grants.

2. A policy and procedure to capitalization of business was approved by de PR Department

of State and is in place to continue the implementation of this waiver request once

approved.

3. The DEDC create an ad-hoc Business Capitalization Committee, in charge of evaluate and

approve the applications, after the pre-screening process performed by case managers.

4. Until December 31, 2019, the Committee evaluated the 669 applications, with 499

approved, 153 rejected and another 17 that did not comply with the eligibility process.

5. From the total approved, 496 business completed the entrepreneurship training as part

of the requirement for delegation of funds.

6. Total funds approved until December 31, 2019 were $2,308,437.57, with a balance of

$191,562.43, related to the $2,500,000 approved for business capitalization.

7. The Workforce Development Program have developed a follow-up process to verify the

use of funds by business and the policy described before, including penalties and

sanction for the wrong use of federal funds.

Statutory and/or regulatory requirements to be waived:

Indicate which part of the WIOA or the regulations the state would like to waive.

PRDEDC requests a waiver to the WIOA Section 181(e), Limitation on Use of Funds. This section

establishes that no funds available to carry out an activity under this title shall be used for

employment generating activities, investment in revolving loan funds, capitalization of

businesses, investment in contract bidding resource centers, economic development activities,

or similar activities, that are not directly related to training for eligible individuals under this

title.

Due to the economic breakdown after emergencies like hurricanes, earthquakes and COVID-19,

the small and the medium sized businesses were the most affected by these natural disasters

and disease. Many small businesses had to close operations because they were not able to face

the loss of revenue and an economy in crisis for years to come.

Actions undertaken to remove state or local barriers:

Describe the actions undertaken to remove state or local barriers.

There are no State or local statutory or regulatory barriers for the implementation of the

proposed waiver.

Goals and expected programmatic outcomes of waiver:

Describe and specify how the waiver will help the state achieve an identified strategic

goal or set of goals that it has outlined in its State Plan. If possible and appropriate the

type of waiver requested, provide quantifiable projections for programmatic outcomes

that will result from the waiver.

The expected outcomes from this waiver for the PRDEDC are as follow:

• Support Puerto Rico’s small business and entrepreneurial start-up economy.

• Accelerate the economy and the labor market restoration;

• Complete the evaluation of 100% of application submitted under this waiver.

• Approve at least 90% of application evaluated by the committee.

• Achieve the restart or maintain operation in 90% the business impacted by the

capitalization funds

• Avoid layoff of employees of small and medium business affected by emergencies

• Rise at least 95% of expenditure in fund allocated under this waiver.

Department of Labor’s policy priorities:

Describe how the waiver will align with the Department’s policy priorities:

• Maximize the flexibility needed to ensure speedy implementation of work-based

learning opportunities that WIOA encourages for both formula and discretionary grants;

• Increase business usage of the workforce system flexibilities and thereby achieving

greater access to employment opportunities;

• Provide greater incentives for employers to retain and retrain current employees to avoid layoffs; and to create new jobs;

• Create additional opportunities for new workers, and for unemployed and underemployed workers to speed their return to full-time employment;

Individuals impacted by the waiver:

Describe which populations the waiver will benefit, including how the waiver will impact

services for disadvantaged populations or individuals with multiple barriers to

employment.

• Businesses, particularly small and medium-sized businesses needing to retain current

workers, and/or hire additional workers to sustain or expand their productivity, and

that do not have immediate resources to do so;

• Small business employees who will be able to retain their jobs, and

• Unemployed and underemployed workers.

Process for monitoring progress in implementation:

The Workforce Development Program (WDP) of PRDEDC developed waiver guidelines and

policies, and will measure the impact of waivers on performance outcomes. The WDP will

monitor progress under this waiver by reviewing performance reports, and through its

monitoring and performance accountability system. The Monitoring Unit will be adding the

monitoring of waivers to its monitoring processes in order to insure compliance with waiver

guidelines.

Process for Notice of Local Boards and Opportunity to Comment:

The unified plan and the waiver request will be published for a period of two (2) weeks on the

PRDEDC website, allowing for public comment on its content and potential impact. In addition,

copies of workforce system waivers will be provided to the Major’s boards, Local Boards and

LDWA’s.

Waiver Impact:

Collect and report information about waiver outcomes in the State’s WIOA Annual

Report. The Secretary may require that States provide the most recent data available

about the outcomes of the existing waiver in cases where the State seeks renewal of a

previously approved waiver.

The Workforce Development Program will prepare quarterly reports regarding this waiver. The

report must include the number of approved businesses, fund allocation and information

related to any situation that would affect the waiver implementation. PRDEDC will report on

the impact and outcomes of its approved waivers in the WIOA Annual Report.

Waiver of WIOA Section 134(c)(3)(H)(i) and 20 CFR 680.720 (b) to increase the On-the-

Job Training (O)T) employer reimbursement up to 90 percent

Puerto Rico is requesting a waiver to the current allowable employer reimbursement rate of up

to 50 percent of the wage rate of an On-the-Job-Training (OJT) participant for the extraordinary

costs of providing training and additional supervision related to the OJT as described in the

WIOA Section 134(c)(3)(H)(ii)(II). The waiver request has been developed following the WIOA

guidelines in Section 189(i)(3)(B) and the WIDA Federal regulation at 20 CFR 680.720(6).

Puerto Rico is proposing a sliding scale of reimbursement to the employer based on its size and

capability. Under this waiver, the following scale will be implemented: up to 90%

reimbursement for employers with 50 or less employees; up to 75% reimbursement for

employers with a workforce between 51and 250 employees. For employers with 251employees

or more, the statutorily defined 50% limit will continue to apply.

The waiver is requested in order to use with all WIOA formula funds: Adult, Dislocated Worker,

Youth, National Dislocated Worker Grants, as well as other Discretionary grants, as appropriate.

DEDC looks forward to the approval of this waiver for Puerto Rico. Effective upon approval.


WIOA Section l34(c) (3)(H)(ii)(II), and the accompanying regulations as promulgated at 20 CFR

680.720 (b), state that employers may be reimbursed up to 50 percent of the wage rate of an

OJT participant for the extraordinary costs of providing the training and additional supervision

related to the OJT.


There is no state or local statutory or regulatory barrier to implement the proposed waiver.

Goals and expected programmatic outcomes from the waiver:

This waiver request is consistent with national policy to develop a workforce system that is

responsive to the demands of both individual and employer customers. The Commonwealth

anticipates the following goals will be achieved with the waiver's approval:

• Maximize the flexibility needed to impact local economic vitality and direct resources

where demand for services is greatest by assisting local areas in marketing the OJT as a

vehicle to engage employers, particularly in targeted sectors, to hire and provide training to new workers.

• This flexibility will build the capacity and future viability of both the workforce and the industries themselves. Assist with the transformation of the current workforce system

to a demand-driven, sector-based and regionally driven talent development pipeline.

• Increase training and transitional employment for unemployed workers and hard-to-serve youth and adults.

• Equip individuals with relevant job training and transferable skills in high-skill, high-

wage, high-demand occupation and industries.

• Increase business usage of the local workforce system by providing added incentives to

hire and train new workers.

Department of Labor's policy priorities:

• Connect individuals with chronic unemployment or inconsistent work history with

opportunities to build workplace skills and job history.

• Inject the economy with skilled individuals that will continue to advance in their specific

fields or occupations.


The need for training is especially acute for those workers most in need: dislocated workers

transitioning to new occupations and industries, long-term unemployed individuals in need of

advancing outmoded skills in offer to catch up with emerging technologies, and low-income and

entry-level workers seeking to start their careers in a weak economic climate. Approval of the

waiver will increase training option for WIOA-eligible job seekers.

The reduced match requirement for employers, particularly new start-ups and other small to

medium-sized businesses, will provide an attractive and cost-effective financial incentive,

increasing the opportunity to utilize the OJT model to hire and train new workers. This waiver

will allow Puerto Rico's businesses to more rapidly adapt to both technological and general

marketplace changes by improving their capacity to expand and remain competitive with

affordable OJT options uniquely designed to achieve their specific development goals.


The WDP of PRDEDC will monitor progress under this waiver and work with the fifteen (15)

local workforce development boards to implement the appropriate state and local policies. The

Monitoring Unit will be adding the monitoring of waivers to its monitoring processes to ensure

compliance with waiver guidelines.





LDWA’s.

Waiver Impact:

The Workforce Development Program will require the local areas to submit quarterly reports

regarding the use of all the approved waivers. The report includes the number of participants,

funds allocation and information related to any situation that would affect the waiver

implementation. PRDEDC will report on the impact and outcomes of its approved waivers in the

WIOA Annual Report.

Waiver of WIOA section 134(d) (5) to allow up to 50 percent of Adult and Dislocated

Worker funds to be used for the provision of transitional jobs.

Waiver to the section WIOA§135(d)(5) which allows Local Boards to reserve up to 10% funds

allocated to the local area involved, under section 133(b), to provide transitional jobs. Puerto

Rico is proposing the DOL-ETA to allow up to 50% of Adult and Dislocated Worker funds to be

used for the provision of transitional jobs.

This waiver is requested to be implemented with Adult and Dislocated Worker formula funds.

DEDC looks forward to the approval of this waiver for Puerto Rico and, upon the request's

approval, for the performance period to be effective immediately.


PRDEDC requests a waiver of the requirement under WIOA §134(d)(5), and consistent with 20

CF'R 680.190 and .195, that state that Local Boards may not use more than 10% of their

combined Adult and Dislocated Worker funds to provide transitional jobs.



proposed waiver.


The waiver is consistent with the national policy to develop a workforce system that is

responsive to the demands of both individuals and employer customers. DEDC anticipates the

following goals will be achieved with the approval of the waiver request:

• Provide individuals with work experience and an opportunity to develop essential

workplace skills within the context of an employee-employer relationship.

• Connect individuals with chronic unemployment or inconsistent work history with opportunities to build workplace skills and job history.

• Maximize the flexibility needed to ensure speedy implementation of work-based learning opportunities that WIOA for formula grants;

• Increase business usage of the workforce system by providing incentives to hire and train new workers and thereby achieve greater access to employment opportunities for

chronically unemployed;

Department of Labor's policy priorities:

• Connect individuals with chronic unemployment or inconsistent work history with opportunities to build workplace skills and job history

• Inject the economy with skilled individuals that will continue to advance in their specific fields or occupations

• Create additional opportunities for new workers, and for unemployed and

underemployed workers to speed their return to full-time employment;


This waiver applies to the fifteen (15) LWDAs that compose Puerto Rico's Workforce Delivery

System, and that were significantly affected by the hurricane disasters. The need for training is

especially acute for those participants with barriers to employment who are chronically

unemployed or who have an inconsistent work history, as determined by the local boards.


The WDP of PRDEDC will monitor progress under this waiver and work with the fifteen (15)

local workforce development boards to implement the appropriate state and local policies. The

Monitoring Unit will be adding the monitoring of waivers to its monitoring processes to ensure

compliance with waiver guidelines.





LDWA’s.

Waiver Impact:





WIOA Annual Report.

Waiver of the requirement under WIOA 129(a)(4), and consistent with 20 CFR 681.410,

that states and local areas must expend a minimum of 75 percent of their Youth formula

funds on youth workforce activities for out-of-school youth (OSY).



PRDEDC requests a waiver of the requirement under WIOA §129(a)(4), and consistent with 20

CFR 681.410, that States and local areas must expend a minimum of 75 percent of their youth

formula funds on youth workforce activities for out-of-school youth (OSY).

The use of this waiver is limited to emergency, disaster-related needs only. The natural

disasters like hurricanes, earthquakes and now pandemic like CORVID -19, are causing the loss

of thousands of jobs throughout Puerto Rico. Local economists forecast that Puerto Rico will

face an economic contraction that can extend for the next ten years. The island’s labor market is

currently paralyzed, without any new jobs or the openings of new businesses. On the other

hand, Local Areas are facing an increase in the demand for jobs, for job sites that were

destroyed or have not been able to restart operations because of the instability of

infrastructure, lack of financial resources or the decrease in product consumption.

This situation directly impacts OSY. The OSY is a hard to serve population, given that they

require a combination of educational and employment services that are not available every time

the island is facing an emergency scenario. It is reasonable to expect that many youth service

providers are unable to provide services due to the damages suffered in their infrastructure,

loss of employees or permanent closures. OYS are also competing for jobs opportunities with

unemployed adults and dislocated workers, during the recovery process. These two factors,

makes it difficult for the workforce system to reach the WIOA requirement to meet the 75% OSY

during a national emergency like hurricanes, earthquakes or worldwide diseases.

On the other hand, demand for services for ISY increases considerably in the face of

emergencies, as schools have to close during and after hurricanes, others have been destroyed

by earthquakes and a large number become obsolete due to damage in its structure. In the case

of pandemics, all schools have been forced to a full lockout. ISYs have suddenly experienced an

increase in the need for services to meet their needs. The elements of the youth program are an

alternative to support ISYs in receiving educational services in an emergency situation.




proposed waiver.






This waiver will provide Local Boards the necessary flexibility to use Youth formula funds, when

appropriate, to meet the individual training and employment needs of all youth affected by an

emergency.

The expect outcomes are as follow:

• Improve the ability of LWDAs to develop workforce strategies that align with economic realities within their workforce area;

• Improve the ability for LWDAs to design programs in response to the needs of their customers.

• Provides In-School Youth more choice opportunities to enter into post-secondary

education, vocational training or a “learn and earn” opportunity through Pre-

Apprenticeship Programs in order for them to increase math, literacy, vocational and

pre-vocational skills needed to gain entry into a Registered Apprenticeship Program.


Describe how the waiver will align with the Department’s policy priorities, such as:

• Maximize the flexibility needed to ensure speedy implementation of work-based learning opportunities that WIOA encourages for both formula and discretionary grants;

• Increase business usage of the workforce system and thereby achieve greater access to employment opportunities for young people;

• Provide greater incentives for employers to retain and retrain current employees to avoid layoffs and to create new jobs;

• Create additional opportunities for new workers, and for unemployed and

underemployed workers to speed up their return to full-time employment; and

• Support Puerto Rico’s small and medium-sized businesses and the entrepreneurial start-up economy.




employment.

This waiver applies to the fifteen (15) LWDAs that compose Puerto Rico’s Workforce Delivery

System, and that will be significantly impacted by an emergency. All fifteen (15) LWDAs

provide services to both out of school, and in-school youth.


The WDP of PRDEDC will monitor progress under this waiver through performance reports, and

through its monitoring and performance accountability system. The Monitoring Unit will be

adding the monitoring of waivers to its monitoring processes in order to insure compliance with

waiver guidelines.


The unified plan and the waiver request will be published for a period of two (2) weeks on the PRDEDC website, allowing for public comment on its content and potential impact. In addition,


LDWA’s.

Waiver Impact:









WIOA Annual Report.

Waiver of statewide required activities described in WIOA Sections 129(b)(l)(A) and

134(a)(2)(vi) to conduct evaluations under section 116(e) of activities authorized under

this chapter and chapter 3 in coordination with evaluations carried out by the Secretary

under section 169(a).



PRDEDC requests a waiver for statewide required activities described in WIOA Sections

129(b)(1)(A) and 134(a)(2)(vi); to conducting evaluations under section 116(e) of activities

authorized under this chapter and chapter 3 in coordination with evaluations carried out by the

Secretary under section 169(a). The use of this waiver is limited to emergency, disaster-related

period only.

The purpose of the evaluation is to improve the management and effectiveness of workforce

system programs and activities. The natural emergencies and pandemics affected and still

affecting the delivery of services throughout the LWDA/AJC system across Puerto Rico. It is

estimated that Puerto Rico will start so see some transitional economic changes within 10

years; the recovery process is long and unpredictable.

Gathering statistical data, participants and employer’s surveys, developing an adequate

methodology, disseminating the information and other necessary steps to conduct evaluations,

are difficult to complete during emergency time.




proposed waiver.






• This waiver will help PRDEDC to targeting disaster recovery efforts; establish

collaborative partnerships that will commit to a system-wide evaluation of activities

throughout this recovery period.

• The waiver will allow Puerto Rico to develop a strategy for evaluation, transparency, to

identify innovative changes and transitional steps to improve the island’s workforce

system.

• This waiver will also broaden opportunities for core partners to collaborate on a

strategy to gather information, evaluate program requirements, as well as the state

board delimit their evaluation priorities and goals.



During emergency time, the PRDEDC will focus on providing LWDAs assistance to improve

operational capacity, continue capacity building efforts for staff, program participants and

employers, understand impact of performance outcome, and improvement and progress of the

delivery of services.




employment.

This impact the WIOA labor development system in Puerto Rico


The WDP will continue its efforts to improve the management and effectiveness of workforce

system programs and activities. The Monitoring Unit will be adding the monitoring of waivers

to its monitoring processes in order to insure compliance with waiver guidelines.





LDWA’s.

Waiver Impact:

Collect and report information about waiver outcomes in the State’s WIOA Annual Report. The

Secretary may require that States provide the most recent data available about the outcomes of

the existing waiver in cases where the State seeks renewal of a previously approved waiver..

Waiver of WIOA section 134(a)(2)(A), (2)(B) and (3) to add flexibility in the use of the

funds reserved by the Governor to provide statewide rapid response activities.

The statutory and/or regulatory requirements the State would like to waive.

Waiver of WIOA section 134(a)(2)(A), (2)(B) and (3) to add flexibility in the use of the funds

reserved by the Governor to provide statewide rapid response activities (i.e. WIOA section

134(a)(2)(A)), to provide statewide employment and training activities (i.e. WIOA section

134(a)(2)(B) and (3)) to provide disaster relief to affected areas, humanity services and health

support services. The use of this waiver is limited to emergency, disaster-related period only.

The set of Governor's reserved statewide funds shall be described in this waiver allowance

request as "WIOA statewide funds”. Under this waiver allowance, the funds described at WIOA

section 134(a)(2) and (3) may be used interchangeably.

Under this waiver allowance, permitted WIOA statewide fund use includes, but is not limited to:

• Expeditious allocation of funds to a local workforce development board, or local board,

so they may respond quickly to a disaster, emergency, or other qualifying event as

described at 20 CFR 687.l00(b). Only those events, and cascading events caused by a

qualifying event, that have been declared as an emergency or disaster by the Federal

Emergency Management Agency (FEMA), by the chief official of a Federal Agency with jurisdiction over the Federal response to a disaster with potential significant loss of

employment, or the Governor of Puerto Rico as a qualifying event, qualify for the use of

WIOA statewide funds.

• To alleviate the effects that a qualifying event causes within affected local area(s), and/or planning regions, WIOA statewide funds will allow comprehensive disaster relief

employment and employment and training activities, and the provision of needed

humanitarian resources and services, including other services or resources deemed

necessary as described at 20 CFR 687.180(b)(1).

• An individual's disaster relief employment is limited to 12 months or 2,080 hours for work related to recovery from a single emergency or disaster. The Workforce

Development Program (WDP) of the DEDC may extend an individual's disaster relief

employment for up to an additional 12 months or 2,080 hours if requested and

sufficiently justified by the local board.

• Employment and training activities as described in WIOA section 134(c) and (d) are

supported for WIOA eligible participants.

• Supportive services may be provided to enable individuals to participate in disaster relief employment, including such costs as transportation, childcare, and personal safety

equipment and clothing consistent with local policies.

• Individuals shall be eligible to be offered disaster relief employment and employment and training services if such individual is a dislocated worker; is a long-term

unemployed individual as defined by the State; is temporarily or permanently laid off as

a consequence of the emergency or disaster; or in the case of an individual who is self-

employed, becomes unemployed or significantly underemployed as a result of the

emergency or disaster as well as appropriate adults and youth ages 18 and over.

• Transitional jobs as described at WIOA section 134(d)(5) will be supported with the

WIOA statewide funds. Local boards may request that the transitional jobs funding

limitation of 10 percent be increased up to and not exceed a total of 25 percent, as the

approved waiver from DOLETA. Puerto Rico has a waiver of WIOA section 134(d)(5) to

allow local boards up to 50 percent of Adult and Dislocated Worker funds to be used for

the provision of transitional jobs effective until June 30, 2020.

Actions the State has undertaken to remove state or local barriers

The state must provide a discussion of the steps it has taken to remove any potential

obstacles in the waiver request as appropriate. Quite often, state or local policies do not

present a conflict for the request, and a simple statement indicating that there are no

state or local barriers is sufficient

The Commonwealth of Puerto Rico established the Puerto Rico State Agency for Emergency

and Disaster Management —Spanish: Agencia Estatal para el Manejo de Emergencias y

Administración de Desastres (AEMEAD)— as the agency that oversees all emergency activities

that occur in Puerto Rico. Within all local workforce development areas, or local areas, there are

responsible entities marshalled by local government, or its agents, should a qualifying event

occur. The AEMEAD works in concert with these entities to provide resources and expertise.

Puerto Rico’s Unified State Plan, contain the process and staff authorized to applying and

administering applicable National Dislocated Worker Grants, or NDWG, consistent with WIOA

Sec. 170 and its corresponding regulatory requirements. The state plan will include the State

Board policy as well as the process to Local Areas request NDWG funds, once the grant be

approved.

The NDWG grants are helpful once allocated, but in the time between the event and allocation,

aid is urgently needed and there is much work to be done. If months pass before the NDWG

allocation occurs, damage can be exacerbated and work is not completed. The Government is

mindful of this time gap and strives to apply as soon as the state is eligible for NDWG funding

assistance, as appropriate. The efficient use of time right after a qualifying event occurs is a

critical variable in how well recovery is measured. This is a serious barrier the state wants to

reduce.

Strategic Goals

The state must precisely articulate the goals it seeks to achieve by requesting a waiver.

The state must also discuss how these goals relate to its Unified or Combined State Plan,

and expected programmatic outcomes of waiver

In the case of a qualifying event, the State intends to use WIOA statewide funds so that relevant

workforce development responses are provided in a timely manner. WIOA statewide funds may

be provided to local areas deemed in need of financial resources as a result of being affected by

a qualifying event.

The use of WIOA statewide funds associated with this waiver supports the state's goal of local

WIOA-based programs and activities that better serve targeted groups of workforce

development system customers. The use of WIOA statewide funds offers greater flexibility so

that the state and local governing entities can expand their ability to coordinate resources,

services and activities for individual, workers and employers affected by the qualifying

emergency and/or disaster event.

Projected programmatic outcomes resulting from implementation of the waiver

The state must provide an estimate of how the waiver will improve outcomes or provide

other tangible benefits for jobseekers or employers. States have the discretion to

determine how to measure a waiver’s success and the specific data sources it intends to

use to evaluate its impact Projected programmatic outcomes resulting from

implementation of the waiver:

• Increase statewide and local area workforce development response times to a qualifying

event

• Increase public safety and help support humanitarian activities

• Availability of disaster relief employment will provide some WIOA participants and reportable individuals with access to employment and training activities

• Increasing of eligible WIOA participant's employment and training activities will lead towards a higher probability of securing unsubsidized employment; and

• Alleviation of some of the time-sensitive variables arising from a qualifying event

affecting an employer and lessening the severity of possible layoffs or business closings

Alignment with Department of Labor’s policy priorities


• Supporting employer engagement;

• Connecting education and training strategies;

• Supporting work-based learning;

• Improving job and career results; and

• Other priorities as articulated in guidance.

This waiver aligns with not only the Department of Labor’s priorities, but also with those of the

State of Puerto Rico. The initiatives will demonstrate the importance of ensuring career and

work readiness at all levels. This will allow the state to temporarily expand service capacity at

the local level through time limited funding assistance in response to significant disasters.

Expanding the ability for the state to provide disaster related employment opportunities

through statewide funding allows participants to develop skills that will better prepare them to

obtain permanent employment.

Individuals impacted by the waiver


services for disadvantaged p or individuals with multiple barriers to employment.

This waiver will help business, industries, community base organization, service providers,

among other, to restart their operations, reenter employment to dislocated workers that lost

their jobs by the disaster, and launch the economy recovery needed in the Puerto Rico labor

market. Also, will help older youth, adults and dislocated workers with employment skills.

• All eligible participants as identified at WIOA section 170 and 20 CFR 687.170

• Eligible WIOA Title I Adult, Dislocated Workers and Out-of-School Youth participants

• WIOA reportable individuals claiming under-employment or unemployment; to

maintain benefit of this waiver a reportable individual must be deemed a WIOA Title I

eligible participant within thirty days of accepting disaster relief employment and/or

training activities

• Non-WIOA eligible recipients include: affected businesses and employers, residents and

other individuals that benefit from the qualifying event clean-up, restoration and

humanitarian activities and resources provided.


The WDP of PRDEDC will monitor progress under this waiver through performance reports, and

through its monitoring and performance accountability system. The Monitoring Unit will be

adding the monitoring of waivers to its monitoring processes in order to insure compliance with

waiver guidelines.





LDWA’s.

Waiver Impact:









WIOA Annual Report.

[1] The SBA defines small business those that generate $5 million in revenue a year or have less

than 25 employees.

TITLE I-B ASSURANCES


1. The State has implemented a policy to ensure Adult program funds provide a priority

in the delivery of training services and individualized career services to individuals who

are low income, public assistance recipients and basic skills deficient;

Yes

2. The State has implemented a policy to ensure local areas have a process in place for

referring veterans with significant barriers to employment to career services provided

by the JVSG program’s Disabled Veterans’ Outreach Program (DVOP) specialist;

Yes

3. The State established a written policy and procedure that set forth criteria to be used

by chief elected officials for the appointment of local workforce investment board

members;

Yes

4. The State established written policy and procedures to ensure local workforce

investment boards are certified by the governor every two years in accordance with

WIOA section 107(c)(2);

Yes

5. Where an alternative entity takes the place of a State Board, the State has written policy and procedures to ensure the alternative entity meets the definition under WIOA

section 101(e) and the legal requirements for membership;

Yes

6. The State established a written policy and procedure for how the individuals and

entities represented on the State Workforce Development Board help to determine the

methods and factors of distribution, and how the State consults with chief elected

officials in local areas throughout the State in determining the distributions;

Yes

7. The State will not use funds received under WIOA Title I to assist, promote, or deter

union organizing in accordance with WIOA section 181(b)(7);

Yes

8. The State distributes adult and youth funds received under WIOA equitably

throughout the State, and no local area suffers significant shifts in funding from year-to-

year during the period covered by this plan;

Yes

9. If a State Workforce Development Board, department, or agency administers State

laws for vocational rehabilitation of persons with disabilities, that board, department,

or agency cooperates with the agency that administers Wagner-Peyser services, Adult

and Dislocated Worker programs and Youth Programs under Title I;

Yes

10. The State agrees to report on the impact and outcomes of its approved waivers in its

WIOA Annual Report.

Yes

11. The State has taken appropriate action to secure compliance with the Uniform

Guidance at 2 CFR 200 and 2 CFR 2900, including that the State will annually monitor

local areas to ensure compliance and otherwise take appropriate action to secure

compliance with the Uniform Guidance under section WIOA 184(a)(3);

Yes

ADULT PROGRAM PERFORMANCE INDICATORS

Performance Indicators PY 2020

Expected Level

PY 2020

Negotiated Level

PY 2021

Expected Level

PY 2021

Negotiated Level

Employment (Second

Quarter After Exit)

40.0% 60.0% 41.0% 62.0%


Expected Level

PY 2020

Negotiated Level

PY 2021

Expected Level

PY 2021

Negotiated Level

Employment (Fourth

Quarter After Exit)

36.0% 45.0% 37.0% 47.0%


Quarter After Exit)

$2,880.00 $2,880.00 $2,980.00 $2,980.00

Credential Attainment

Rate

46.0% 46.0% 47.0% 47.0%



Employers

Not Applicable 1 Not Applicable 1 Not Applicable 1 Not Applicable 1

1

“Effectiveness in Serving Employers” is still being piloted and this data will not be entered for 2020

State Plans.

DISLOCATED PROGRAM PERFORMANCE INDICATORS


Expected Level

PY 2020

Negotiated Level

PY 2021

Expected Level

PY 2021

Negotiated Level

Employment (Second

Quarter After Exit)

50.0% 62.0% 51.0% 64.0%

Employment (Fourth

Quarter After Exit)

35.0% 48.0% 36.0% 50.0%


Quarter After Exit)

$3,444.00 $3,444.00 $3,544.00 $3,544.00


Rate

50.0% 50.0% 51.0% 51.0%



Employers


1


State Plans.

YOUTH PROGRAM PERFORMANCE INDICATORS


Expected Level

PY 2020

Negotiated Level

PY 2021

Expected Level

PY 2021

Negotiated Level

Employment (Second

Quarter After Exit)

40.0% 42.0% 41.0% 44.0%


Expected Level

PY 2020

Negotiated Level

PY 2021

Expected Level

PY 2021

Negotiated Level

Employment (Fourth

Quarter After Exit)

36.0% 42.0% 37.0% 44.0%


Quarter After Exit)

$2,880.00 $2,880.00 $2,980.00 $2,980.00


Rate

46.0% 46.0% 47.0% 47.0%



Employers


1


State Plans.

PROGRAM-SPECIFIC REQUIREMENTS FOR WAGNER-PEYSER PROGRAM

(EMPLOYMENT SERVICES)

A. EMPLOYMENT SERVICE STAFF

1. DESCRIBE HOW THE STATE WILL STAFF THE PROVISION OF LABOR EXCHANGE SERVICES

UNDER THE WAGNER-PEYSER ACT, SUCH AS THROUGH STATE EMPLOYEES, INCLUDING BUT

NOT LIMITED TO STATE MERIT STAFF EMPLOYEES, STAFF OF A SUBRECIPIENT, OR SOME

COMBINATION THEREOF.

The Wagner-Peyser Act (WP) Staffing Flexibility Rule (included in Federal Register Volume 85,

No. 3 of January 6, 2020, to amend the provisions of 20 CFR Parts 651, 652, 653 and 658) is

undoubtedly a very important new work tool for the Puerto Rico Department of Labor and

Human Resources’ (PRDOLHR) Employment Services Division (ES).

Given the difficulties and challenges resulting from the implementation of PROMESA (Public

law: 114-187), and the various fiscal restrictions applicable in Puerto Rico since 2016,

PRDOLHR have been experiencing (as well as other agencies) delays or prohibitions in the

recruiting process of the much needed vacant staff positions paid with federal funding, such as

ES staff, which are currently under a local hiring freeze. Given the various options and the

flexibility granted by this new rule, PRDOLHR understands the importance of studying in detail

how it could be implemented to cover the vacant positions within ES staff. For purposes of this

four-year plan, PRDOLHR does not expect to be able to implement it during FY 2020, since this

is an election year and it will require interagency collaboration and governmental

approval. However, for FY 2021 and after, PRDOLHR expects to be able to develop a plan, with

the technical assistance of ETA, and to implement the same as soon as practicable

thereafter. The potential agreements with sub-recipients, as well as other combinations

permitted under the new flexibility rule allows for great improvements in service delivery and

enhanced performance.

For the time being, labor exchange services and all ES services will continue to be provided with

WP and State merit staff, and through the use of technological tools, and to the extent possible,

in collaboration with local entities. As soon as a definitive plan for implementation of WP

flexibility rule is ready, Puerto Rico will amend the State Plan accordingly, and comply with any

applicable local or statewide requirements to permit its implementation.

2. DESCRIBE HOW THE STATE WILL UTILIZE PROFESSIONAL DEVELOPMENT ACTIVITIES FOR

EMPLOYMENT SERVICE STAFF TO ENSURE STAFF IS ABLE TO PROVIDE HIGH QUALITY

SERVICES TO BOTH JOBSEEKERS AND EMPLOYERS

Consistent and strategic investment in ES staff development reflects Puerto Rico’s commitment

to integrated workforce services. PRDOLHR -ES staff is trained in both employment services and

UI programs, enabling customers to receive seamless services geared to facilitate their return to

employment. However, for the success of the implementation of the Workforce Innovation

Opportunity Act (WIOA), it is of the outmost importance and essential that the skills and

competencies of the WP staff be reviewed and re-engineered to respond to recent

programmatic changes in WP. Our ES staff is the most important asset in the delivery of quality

services in a prompt and efficient manner.

WP staff is co-located at the AJCs. Achieving this milestone is the key to the success of WIOA in

the provision of career services to job seekers. For this change to become more successful, WP

staff members will continue to be trained on how to better serve within the AJCs, how to use the

new WIPS system (integrated technology tool under development) and to help them

understand the reasons that make a change in the way services are rendered to improve and

streamline the processes. For this, ES staff will continue participating in reengineering and

capacity building processes, which are expected to ultimately result in successfully meeting

customers’ needs and achieving measurable program goals. This means that a consistent and

strategic investment in ES staff development continues to be needed as a reflection of the

Puerto Rico’s commitment to fully integrate workforce services. ETA’s tools, trainings,

conference calls, webinars and guidance are and will continue to be a primary source of training

our ES staff.

WP staff has been and will continue to be subject to intensive capacity building efforts regarding

the new challenges and demands that WIOA requires from the workforce delivery system. WP

will continue consulting with ETA and professionals in the Employment Counseling field to

better serve our customers. An integral part to this approach is to provide them with the

competencies and skills necessary to understand the essential role that technology plays in

provision of career services to job seekers today, and how essential is a seamless integration of

service provisions to customers in the AJCs.

It is necessary then, to continue training existing staff currently providing direct services to

Federally designated high priority populations, such as veterans and eligible spouses, UI

claimants more likely to exhaust their benefits, including UCX, and other special target

populations identified as in need of career services such as agricultural workers (MSFWs), with

the skills and tools necessary to provide such services.

The Workforce Professional

Since the implementation of WIOA in 2014, ways of doing business have changed drastically. As

a result, employment counseling in the ES began to evolve to accommodate this transformation

and the implementation of the concept of service delivery through the AJCs.

The requirements to provide employment counseling services should no longer be based

primarily on the formal education of the WP professional staff. A determination regarding the

staff ability to provide advice or counseling should be considered and shall include past work

experiences, current job requirements, current and past job duties and skills required by State

regulators.

Employment Counseling

In Puerto Rico, skills and qualifications to provide occupational or employment counseling is

regulated by law, and counseling is within this professional field. ES has among its support staff,

Occupational Counselors certified in their field with a master's degree as case managers who

work directly with different populations seeking employment such as veterans, UI claimants

more likely to exhaust their benefits, including UCX and others.

Counseling services were introduced for the first time by the WP Act of 1933 with specific

guidelines that such counseling services shall be provided to people with disabilities.

Subsequently, the provision of these services to other groups identified with special needs

became a requirement.

WIOA states that funds allocated to each state must be used to provide services to job seeking

persons, including among other services, counseling. WIOA Section 102 requires the Unified

State Plan to provide for the promotion and development of employment opportunities for

people with disabilities, for their guidance and insertion in the labor market, and for the

designation of at least one person in the ES whose functions will be directed to these purposes.

Employment counseling is defined as the process by which a WP Workforce Professional and

the job seeker work together as a group and/or in individual activities, so that the job seeker

may obtain better knowledge and understanding about the labor market and a have a more

realistic approach when selecting, changing and adapting to a career, profession or a job.

The WP staff has the responsibility of providing direct services to target populations as defined

by the USDOL as high priority, such as veterans and eligible spouses, UI claimants more likely to

exhaust their benefits, including designated UCX, and other populations in need of career

services such as farm workers, with the skills and tools necessary to enable them to achieve

their goal of obtaining suitable employment according to their needs, skills and educational

level.

For WP staff to comply with this responsibility as stated above, at a minimum, it is

recommended they attain the minimum competencies in order to provide, in an effective way,

all the career services required under WIOA. The following competencies are to be adopted to

be used in AJCs and WP:

• Individual Counseling (one to one). Refers to a private session (face to face) between an

employment specialist and a job seeker. The main objective is to help the job seeker to explore

his current situation regarding the selection or changing job or occupation.

• Group Counseling. Refers to the process by which an employment specialist uses the

principles and techniques of group dynamics and leadership roles in a continuous and

meaningful way to help a job seeker who have trouble getting or keeping a job due to work-

related attitudes, behaviors or habits. Usually, these group interventions focus on the discussion

of a common theme within the rest of the group.

• Counseling Skills. Refers to the ability to establish a relationship of trust, open and useful

to each client, accurately interpreting the feelings as well as verbal and nonverbal expressions,

and convey that understanding to the client and any other relevant information and necessary

assistance. The employment specialist must have the awareness and knowledge of career

development theory and the ability to support the job seeker through transitions and facilitate

decision-making and goal setting. Must have the ability to recognize the need to refer the job

seeker to appropriate resources to eliminate barriers to employment and the ability to

obtaining (intake) the necessary and effective information to ensure that the job seeker is fit

and able to benefit from the programs available in within the AJCs.

• Individual and Group Skills Assessment. Refers to the ability to provide a continuous

assessment using individual skills and group evaluation and use of formal and informal

assessment methods that comply with the regulations of the Equal Employment Opportunity

Commission (EEOC); the ability to provide continuous assessment, individual and group

settings, involving the assessment and measurement of customer needs, characteristics,

potential, individual differences and self-evaluation; and the ability to recognize the needs and

special features of all kinds, for example, minorities, women seeking non-traditional and

culturally different occupations, immigrants, the disabled, older workers and people with AIDS.

• Development and Use of Labor Market Information. Refers to the ability to access,

understand and interpret the labor market information and job market trends; the ability to develop and use educational, occupational and labor market information to help job seekers in

their decision-making process and the formulation of employment and career objectives that

lead to self-sufficiency; and the ability to develop and use skills standards.

• Computer Skills. Refers to the ability to apply the principles of employment counseling to

the use of the Internet and other online services, including but not limited to testing, job banks

(PR.JOBS), job search, preparing and distributing resumes, reports, case management,

counseling and maintaining confidentiality of customer data.

• Development and Implementation of an Individual Employment Plan and Case

Management. Refers to the ability to help job seekers to develop and implement an appropriate

individual employability plan to help them move from their current situation through any

necessary service to improve their employability, including training and supporting services

into a suitable job. It involves the knowledge of educational resources and training, sources for

financial support, community resources and requirements of the local labor market; and the

ability to handle cases through placement and retention.

• Placement Skills. Refers to the ability to identify and communicate an understanding of

employers staffing needs to develop effective job development contacts and help the job seeker

to present his/her qualifications in relation to the employer's needs; the ability to teach job

search skills and for job development; the ability to help the job seeker in making decisions

related to the work environment in which he/she could be more successful; and the ability to

advocate for employment and career development of special target groups.

• Community Relations Skills. Refers to the ability to help job seekers to get the services

needed to address their employment barriers that may interfere with the successful

employment and their career goals; the ability to make presentations to community groups and

to participate in the working teams of such community groups; the ability to develop

information packages; and the ability to associate and establish staff resources with other

agencies within the AJCs.

• Workload Management and Inter-Personal Relationship Skills. Refers to the ability to

coordinate all aspects of the Employment Counseling Program as part of a team effort, resulting

in a continuous and significant sequence of client services, agency staff, employers and the

community; and the ability to operate a comprehensive employment resource center.

• Professional Development Skills. Refers to the ability to develop skills on an individual

basis and within the position or profession and demonstrate by example the performance and

standards expected of a professional Employment Specialist.

• Ethical and Legal Aspects. Refers to the ability to meet ethical standards, knowledge of

regulations and legislation affecting training and employment, employment services and social

reform, such as the EEOC, the Americans with Disabilities Act, professional testing standards,

Multicultural Affairs, Family Affairs and one Stop Centers.

Consistent and strategic investment in staff development reflects Puerto Rico’s commitment to

integrated workforce services. ES enables job seekers to receive seamless services geared to

facilitate their return to employment. However, to successfully implement and provide those

services, it is of the outmost importance and essential that the skills and competencies of the

WP staff be continuously reviewed and re-engineered. WP staff is the most important asset in

the delivery of high-quality services in a prompt manner. WP staff at the AJCs is a key element

for the success of WIOA in the provision of career services to job seekers. WP staff, as a Workforce Professional, must understand they must work differently, they must participate in

reengineering and capacity building process and ultimately derive pride and satisfaction from

successfully meeting job seekers needs and measurable program goals. For this to occur, a

consistent and strategic investment in staff development needs to occur as a reflection of the

Puerto Rico’s commitment to integrate workforce services and to attain the above professional

development.

We are committed to continue provide intensive capacity building to WP staff for them to

understand the new challenges and demands that WIOA on the workforce delivery system,

including but not limited to:

1. Continuing Education: Courses and workshops, pursuing certificates, accreditation or

other credentials through educational programs.

2. Participation in professional organizations: Attending local, regional, national, and

international meetings, conferences and workshops sponsored by professional

organizations; serving as an officer, board member, or committee member; coordinating

events sponsored by the Employment Service and/or the AJC.

3. Improve Job Performance: keeping up with technology, systems, processes; learning

about new developments in your field; improving existing skills.

4. Increased duties and responsibilities: taking on new challenges in current position,

projects, long or short-term assignments.

An integral part to this approach is to provide the competencies and skills necessary to the WP

staff and to understand the important role that technology plays in provision of career services

to job seekers today. To obtain this, the following approached will be use, but not limited to:

1. Skill Based Training: By providing effective skill-based training staff will learn

conceptual information or necessary behaviors, practice learning the new information

or behaviors, and receive feedback on their performance.

2. Job Assignments: Learning by Doing; working on real problems and dilemmas, adding

new responsibilities to an existing job, stretching staff, pushing them out of their

comfort zones that requires them to think and act differently.

3. Developing relationships: Learning through interaction with others. By investing in

professional development we will be motivating the WP staff to invest in the workforce

system goals, be excited about overall successes, and feel motivated to improve

provision of services to job seekers and to contribute to the AJCs workplace culture and

be an active part of the workforce professional’s community. This continuous

professional development will help staff to not only be competent in their

responsibilities as a workforce professional, but also excel in it. Actively pursuing

professional development ensures that knowledge and skills stay relevant and up to

date. It also allows WP staff to be more aware of changing trends and directions in the

workforce system.

Professional development will include also the training of WP staff in the provisions of the

American with Disabilities Act of 1990, regarding the physical and programmatic accessibility of

facilities, programs, services, technology, and materials, for individuals with disabilities to

support the needs of individuals with disabilities.

The ES is currently exploring with professionals in the field of Employment Counseling, ways to

develop workshops and training courses that will provide the skills and competencies described

above to WP professional staff who serves as Workforce Professionals so that they are familiar

with the expectations of a workforce professional to provide a quality experience for job

seekers visiting the AJC.

Our goal is to have a complete structured training curriculum aligned with the NECA

competencies mentioned above to equip them with the necessary tools to provide high-quality

services to both jobseekers and business such as:

• Intensive interviewing techniques;

• Administering career assessments;

• Accessing and interpreting labor market information;

• Customized service strategies for employers and jobseekers;

• Identifying the potential need for soft skills and skills gap training;

• Developing workforce partnerships;

• Identifying available supportive services;

• Résumé writing expertise;

• Counseling to address barriers to employment and to assist with career selection;

• Strategies for business recruitment events;

• Methodologies to connect qualified jobseekers with employers;

• Providing workforce statistics and prevailing industry wages;

• Guidance on employment laws as it relates to the workplace;

• UI the WOTC, other workforce services; and

• Access to customer service training to enhance services to jobseekers and businesses.

In addition to the competencies mentioned above, other staff development activities may

include:

• Comprehensive online resources on PRDOLHR website at www.trabajo.pr.gov;

• Comprehensive training on external online resources such as mynextstep.org and

myskillsmyfuture.org;

• Job shadowing for new staff at State and local offices;

• Handbooks and manuals;

• Mentoring;

• Community practice resources;

• Active participation in NASWA;

• Ongoing assessment of PRDOLHR and partner staff training needs by local PRDOLHR

career center managers;

• Participation on LWDBs to keep abreast of information on local, State, and national

issues;

• Comprehensive online resources on the Employment Service Intranet using MS SharePoint technology;

• As well as strategic counseling and improvement of delivery of service skills through seminars and counseling by expert third parties to be contracted by PRDOLHR.

The Economic Crisis: The Impact on the Provisions of Employment Services

As all other programs federal or local, WP has been impacted by the recent unprecedented fiscal

crisis of Puerto Rico, and at the diminishing federal funding assigned each program year. This

situation has partially impacted the ability to recruit new staff to provide all required services

available under WIOA for career and employment of job seeking persons. Therefore, not all ES

local offices at the AJCs have the appropriate level of WP staff to provide services to job seekers

in need of them. The flexibility rule, once implemented, will be instrumental in surpassing this

challenge. At the same time, PRDOLHR is making efforts and has been successful in filling

vacancies such as that of the State Monitor Advocate. Not all ES Local Offices have a Career

Counselor within its staff. PRDOLHR continues to work towards being able to recruit these

positions, or to use the WP flexibility rule.

It is necessary to continue to train existing staff providing direct services to federally areas

designated as high priority populations, such as veterans and eligible spouses, UI claimants

more likely to exhaust their benefits, including UCX and other special target populations

identified as in need of career services such as agricultural workers (MSFWs), with the skills

and tools necessary to provide such services.

ES is currently exploring with professionals in the field of Employment Counseling ways to

develop workshops and training courses that will provide the skills and competencies described

above to WP professional staff who serves as Employment Specialists so that they are familiar

with the expectations of an employment specialist and can provide a quality experience for job

seekers visiting the AJCs.

http://www.trabajo.pr.gov/

https://www.mynextmove.org/

http://www.myskillsmyfuture.org/

3. DESCRIBE STRATEGIES DEVELOPED TO SUPPORT TRAINING AND AWARENESS ACROSS

CORE PROGRAMS AND THE UNEMPLOYMENT INSURANCE (UI) PROGRAM AND THE TRAINING

PROVIDED FOR EMPLOYMENT SERVICES AND WIOA STAFF ON IDENTIFICATION OF UI

ELIGIBILITY ISSUES AND REFERRAL TO UI STAFF FOR ADJUDICATION

Aware of the need to offer better services, ES/UI will provide cross training, technical assistance

and support to all core partners staff who serve local job seekers and employers to ensure that

program partners are highly engaged in local and State workforce partnerships that allow for

the constant exchange of information on core programs, UI legislation, and available programs

and to integrate these programs into the customer flow within the AJCs. ES will continue

providing cross training on services provided by WP to veterans, UI claimants, MSFWs and job

seekers in general. Also, cross training is provided in areas such as the WP Complaint System,

the Agricultural Recruitment System (ARS), refocusing of the Jobs for Veterans State Grants

(JVSG) and the impact it has on the provision of services by WIOA partners, Reemployment

Services and Eligibility Assessment Program (RESEA, UI policies, rules, procedures, detection

addressing and resolution of UI issues affecting UI eligibility.

Identification of Unemployment Insurance (UI) Eligibility Issues

Under the grant requirements for the Reemployment Services and Eligibility Assessment

Program (RESEA), a complete review of UI eligibility is performed under the Eligibility Review

Program (ERP). Section 303(a)(1) of the Social Security Act (SSA) requires "management

methods ...as it is determined by the US Secretary of Labor as reasonable to ensure full payment

of unemployment compensation at the due date". This means the implementation of procedures

and policies for UI eligibility information by ES and/or WIOA staff in order to quickly identify UI

eligibility issues and the correspondent referral to UI staff for proper adjudication under state

UI law. To ensure that ES meets the needs of Ul, policies and procedures are in place to define

and timely provide the required information relating to the requirements regarding

participation or availability of a claimant.

UI claimants referred to RESEA will be subjected to this eligibility review as part of their

participation in RESEA. However, all UI claimants not referred to RESEA and receiving of

employment services will be subjected to the same eligibility review by WP staff as part of the

initial assessment. These services will be provided by WP state's merit staff. WP/RESEA staff

will review WP/RESEA participants who have completed appraisal interviews and will refer

them to UI for adjudication as appropriate.

A key element in developing more useful tools will be sought and put into effect once the new

WIPS (integrated WIOA partners’ program) is fully operational. Trainings for this new program

will entail training towards maiming the system’s capabilities of streamlining the referral

process and provide a smooth service to the participants.

B. EXPLAIN HOW THE STATE WILL PROVIDE INFORMATION AND MEANINGFUL ASSISTANCE

TO INDIVIDUALS REQUESTING ASSISTANCE IN FILING A CLAIM FOR UNEMPLOYMENT

COMPENSATION THROUGH ONE-STOP CENTERS, AS REQUIRED BY WIOA AS A CAREER

SERVICE

Consistent with the requirements that PRDOLHR takes an integrated approach to its

reemployment strategy to strategically coordinate resources and activities serving the

unemployed community, the RESEA program is being integrated and workflow redesigned in all

AJCs and with UI to better serve their needs.

Puerto Rico meets the needs of individuals requesting assistance in filing UI claims by providing

direct in-person customer assistance and guidance in all its local offices and all AJCs, through a

call center and through web based interface, and are trained to assist individuals in completing

application for UI benefits through the UI state agency via Online Services Portal or telephone,

along with information regarding the UI Program. Every individual will have the ability to file a

UI claim at each AJC. In order to provide this access and the meaningful assistance to individuals

requesting assistance in filing a claim for unemployment compensation through the AJCs,

assistance will be assured through:

• UI orientation provided to every new claimant explaining the full range of workforce

services available to help them return to work by WP merit staff and/or duly trained

WIOA staff.

• Online access via https://desempleo.trabajo.pr.gov/reclamacionsubsiguiente/ where

customers can file electronically from career centers, home, libraries or any other

Internet portal. Through telephone at 787-945-7900 (initial claim and subsequent by

IVR), in PRDOLHR local offices and all AJCs.

• Fully staffed resource centers at all career centers, including Internet access, copies, phones, fax and resource libraries.

• Access points at AJCs and career centers across the State.

• An opportunity for each claimant to access in-person reemployment services as they come to career centers and AJCs to complete the UI filing process.

• Access to professional and experienced staff for the preparation of resumes, registration

in ES as a requirement for claimants and job matching services.

• The availability of staff, technology, and written materials in a variety of languages to

meet the needs of all customers.

• Fully accessible services, online and in person, to serve any customer with a disability.

• Joint participation of UI staff with other workforce partners in large layoff events.

• Daily referrals of customers from workforce partners to UI specialists to ensure that customers have access to all benefits to which they are entitled.

PRDOLHR is aware that the UI claims assistance must be “meaningful”. For that purpose,

PRDOLHR is making efforts to comply with Program Letter 14-18 and WIOA.

C. DESCRIBE THE STATE’S STRATEGY FOR PROVIDING REEMPLOYMENT ASSISTANCE TO UI

CLAIMANTS AND OTHER UNEMPLOYED INDIVIDUALS

Puerto Rico is positioned, along other partner’s staff, to provide comprehensive employment

and placement services to jobseekers who are most in need and face multiple barriers to

reemployment. All employment, training and placement services are available to all job seekers

walking in to AJCs on a customer–centric approach for the deliverance of services, aligned with

WIOA, for providing reemployment assistance to UI claimants (job seekers) as long they are

eligible to work in the United States including, but not limited to:

• Directing UI customers, that are required to seek work, to register in the state work

search system PRNLX.

https://desempleo.trabajo.pr.gov/reclamacionsubsiguiente/

• Providing the job seeker, not only job search assistance, but information on the AJC

services.

• Encouraging job seekers to attend an AJC orientation and refer them to subsequent services, as appropriate.

• Detailed labor market information related to growth occupations and industries, and wage surveys to assist with decision making in the selection of a better career

opportunity or looking for a new job.

• An orientation about the services available through the AJCs with emphasis on access to

information available on the labor market and careers, delivery of labor market

information unique to the experience, skills and desired occupation of the claimant.

• Assistance in the use of basic services available and self-help offered within the AJCs

through the use resources room or virtually (Internet).

• An initial assessment of skills relative to available jobs preferably with an Employment

Counselor to identify strengths, weaknesses and barriers after the claimant receives the

initial orientation by the ES/RESEA staff.

• Referrals to appropriate services offered by other partners within the AJCs such as self-

assessment, information on education and training, interviewing techniques, networking, occupational exploration, and online resources, among other services.

• Development of and Individual Reemployment Plan which should include job search activities, appropriate topics such as preparing resumes and strategies workshops, job

search and/or authorized training.

• Workshops on effective job search.

• Interviewing techniques and résumé development.

• An overview of multiple self-service employment resources.

• Direct referrals to job training, educational and supportive service opportunities in the

community.

The provision of reemployment services for UI claimants has a high relevance during recessions

and periods of high unemployment. As a result, ES will focus its attention and resources to

continue better integration and Ul service connection with the services provided through the

AJCs under WIOA. The goal is to ensure that Ul seekers have access to the full range of

employment services and training through the AJCs while ensuring that claimants meet the

requirements for active participation in the job search as a condition to continue receiving

benefits.

All WP services are staff assisted services although any job seeker has access to other services

provided by the center such as self-assisted services, group presentation and customized one-

on-one assistance. Jobseekers who need more specialized services according to their needs (e.g.,

veterans, migrant and seasonal farmworkers, UI claimants) received more in-depth career

services to further their career goals.

Reemployment Services (RES) arises as an amendment to the Social Security Act (SSA), PL 103-

152, Unemployment Compensation Act Amendments of November 24, 1993 and after. This law

added Sections 303(a) (10) and 303(j) to SSA. Profiling is designed to assist UI claimants who

may be unlikely to find employment before their benefits are exhausted. All claimants identified

by the profiling model system are mandated to participate in required RESEA services and shall

complete a comprehensive objective assessment and a reemployment plan.

RESEA is of high priority for the USDOL. With the new RESEA program enacted into law, new

challenges are before us to better serve UI claimants so they can return to the labor market

before exhausting their UI benefits. This call for the establishment of service strategies that

work and based on evidence. Several studies have found that when attention is placed on the

job search efforts of UI claimants and their reemployment needs, these translate into fewer

erroneous payments and shorter claim periods. WPRS/RESEA initiatives seek to address both

priorities.

D. DESCRIBE HOW THE STATE WILL USE W-P FUNDS TO SUPPORT UI CLAIMANTS, AND THE

COMMUNICATION BETWEEN W-P AND UI, AS APPROPRIATE INCLUDING THE FOLLOWING:

The WP Labor Exchange System is administered by the PRDOLHR. Currently, all UI claimants

(job seekers) are required to register into the state’s labor exchange system, PRNLX, and create

a resume. Once registered, job seekers have access to all of the online features, such as:

searching for jobs, identifying employment trends and occupational information, using the

virtual recruiter to automatically receive alerts of new jobs that match the job skills in their

resume, and having their resume viewable by employers registered in the system.

All AJCs have a resource center were job seekers can conduct self-service activities by using

resources such as computers and phones to conduct job searches and create a resume through

PRNLX, respond to employment opportunities, manage their UI claim through the PRDOLHR

website, etc. In addition to self-service options, claimants can also receive staff-assisted

services, such as job search workshops, assistance with access and navigating the PRNLX

system, individualized labor market information, referral to veteran services, and referral to

education, training, and supportive services, including Federal electronic tools such as as

MyNextMove and MySkillsMyFuture and use of fax and copier machines, telephone, resume

writing and development, career exploration, among other services. These services are available

to all ES job seekers including UI claimants.

Both UI and WP program representatives will be party to the MOU negotiations with the other

local area partners to identify the service delivery. The PRDOLHR programs, including UI, are

committed to their roles as partners within the AJCs and consistently collaborate internally and

with the local areas to further support the spirit of WIOA. These two partners are also

coordinating internally within the PRDOLHR as this agency administers both of these programs.

In summary, PRDOLHR will use WP funding to support the reemployment and related services

to UI claimants. Among the various initiatives, PRDOLHR will continue to provide labor

exchange services for UI claimants (expected to be expanded with the new WIPS system

expected to be fully operational in April 2020.

UI claimants are required by state law to register with the employment service (ES) as a

requirement to be eligible to receive UI compensation. Once UI claimants filed their claim,

either in person, by phone or by Internet, they are required to visit the nearest career center

and register with ES. The claimant has the burden to register with ES. Once registered, a white

card (Form 506) is given to the individual as proof of his/her registration. The card has a unique

customer ID assigned by PRIS in order to be valid. Every time the claimant is in need for UI

services, he/she needs to present the card to the UI representative as an evidence of his/her

registration in ES since UI representatives do not have access to the PRIS system.

UI claimants in Puerto Rico receiving UI benefits must be able and available to work as required

by law and be actively seeking full-time work. Amendments to the UI law in Puerto Rico

established since 2012 that if an individual earned the majority of wages in the base period used

to establish the claim from part-time work, the individual would be allowed to restrict their

work search to part-time and can reject a full-time job offer. The only exceptions to the work

search requirements in Puerto Rico are for the following:

• Individuals with a job attachment, which would include individuals for whom their

employer has filed a “partial” unemployment claim for them or those individuals with a

definite recall to work (the law does not establish a predetermined period of time to

return to work).

• Union members in good standing.

• Individuals who are approved and enrolled in an approved training program by the Director of the Bureau of Employment Security.

The primary work test is done through the UI benefit certification Form 566 which includes a

question about whether the individuals are able, available, and actively seeking employment. A

negative answer places an issue on the certification, which cannot be removed until a statement

is obtained regarding availability. If an issue is determined, a benefits eligibility review is

performed by the UI benefits interview specialist or claims examiner and a determination

released, if in order. During the initial claims filing application, individuals are asked questions

regarding their availability. Negative responses require adjudication of the potential availability

issue by a UI claim examiner or service specialist.

Administration of the work test is also performed through the RESEA program. During the in-

person appointments, a UI eligibility review is performed and the RESEA interviewer question

the individuals about availability for work and any barriers to work they may be facing during

all contacts. During all eligibility reviews (i.e., UI, RESEA), staff review the individual’s work

search, discuss the individual’s availability, and any barriers to work.

ES Placement Officials staff have regular contact with employers and receive notice when

individuals fail to report to an interview or refuse work – resulting in an issue on the

individual’s claim. This can include employers reporting individuals who do not report for

interviews, individuals who are incarcerated, or are otherwise not able, available, and/or

actively seeking work. In the event a potential issue is discovered from any source, an

unemployment benefits interview is scheduled with a claims examiner. If the individual is not

able, available, and actively seeking work (and is not exempted from work search), an

appropriate determination regarding UI benefits is released.

The secondary work test is done through ES at the one-stop-centers. If a UI claimant walk-in

into an AJC for employment and/or placement services, ES staff will perform the work test and

is directed to contact the UI adjudication unit when they become aware of UI claimant’s refusal

of suitable employment or failure to attend scheduled interviews.

The integration of WP within the American Job Centers in Puerto Rico is almost done. This

integration will allow for the orderly provision of services to job seekers and the provision of

referral to and application assistance for training and educational programs and resources. It is

of utmost importance to WP to coordinate the integration of these services which is a primary

goal under WIOA. This will bring together the core programs to provide the whole range of

services in a seamlessly integrated and coordinated manner to individuals seeking services at

the career centers. These will be providing information to job seekers on community resources,

labor market information, GED, occupational training, OJT, and support services that make

training possible to enhance an individual’s ability to return to work. The network will work as

the “front door” to the workforce system. WP staff from career centers will assume their

functional roles in the workflow having the responsibility to i job seekers’ needs, assist them

with UI, employment and reemployment assistance, trade services, automated resources,

workshops and referrals to more intensive services such as training, which are provided by

WIOA through local boards, and other partners.

RESEA participants are referred to the Dislocated Workers program for eligibility and leverage

of resources for other services not provided by WP. This will serve as an access point to inform

UI customers about other WIOA Title I and other partner programs and services. This

collaborative partnership facilitates a streamlined referral process for UI customers to WIOA

programs and services within the AJC system.

E. AGRICULTURAL OUTREACH PLAN (AOP). EACH STATE AGENCY MUST DEVELOP AN AOP

EVERY FOUR YEARS AS PART OF THE UNIFIED OR COMBINED STATE PLAN REQUIRED UNDER SECTIONS 102 OR 103 OF WIOA. THE AOP MUST INCLUDE AN ASSESSMENT OF NEED. AN

ASSESSMENT NEED DESCRIBES THE UNIQUE NEEDS OF FARMWORKERS IN THE AREA BASED

ON PAST AND PROJECTED AGRICULTURAL AND FARMWORKER ACTIVITY IN THE STATE.

SUCH NEEDS MAY INCLUDE BUT ARE NOT LIMITED TO: EMPLOYMENT, TRAINING, AND

HOUSING.

1. ASSESSMENT OF NEED. PROVIDE AN ASSESSMENT OF THE UNIQUE NEEDS OF

FARMWORKERS IN THE AREA BASED ON PAST AND PROJECTED AGRICULTURAL AND

FARMWORKER ACTIVITY IN THE STATE. SUCH NEEDS MAY INCLUDE BUT ARE NOT LIMITED

TO: EMPLOYMENT, TRAINING, AND HOUSING.

The Agricultural Outreach Plan (AOP) details the activities planned for providing a full range of

employment and training services to the agricultural community, and outreach to Migrant and

Seasonal Farmworkers (MSFWs), who are not being reached by normal intake activities

conducted by Employment Service local offices, H-2A foreign guest workers as well as

Agricultural employers for the period of July 1, 2020 to June 30, 2023. It is also prepared in

accordance with WIOA proposed Section 167 and Unified Planning Guidance.

Under WP, as amended by WIOA, PRDOLHR is responsible for the development of specific

strategies to ensure the proper provision of services to MSFWs through the AJC’s, in a manner

that is quantitatively proportional and qualitatively equivalent to those provided to non-

MSFWs. Additionally, included is a full description of how services will be delivered to

Agricultural employers to ensure that their labor supply needs are met by reaching and placing

the available domestic workforce. The PRDOLHR is also committed to ensuring that H-2A

foreign guest workers and domestic farmworkers are aware and fully understand their rights

and become familiarized with labor laws established to protect them.

Puerto Rico continues to be a designated significant MSFW State due to the large number of

farmworkers reported as participants in the WP program as recorded in the current Labor

Exchange Reporting System (LERS) 9002A report. The territory remains very active as a significant provider of workers for a dozen states and recurrently processes hundreds of

Agricultural employment orders through the H2A and ARS systems, resulting in placement of

eager MSFWs who year after year look forward to their pick seasons. However, many MSFWs

from PR continue to face substantial challenges in their effort to secure agricultural jobs in the

United States due to discriminatory practices of some H-2A employers, who tend to require

experience tailored to the specific crops rather than seeking the skill set required for the tasks

described on the job order.

As in many other states, Puerto Rico farmworkers, including MSFWs, have similar needs to

immigrant and low wage worker populations. The following are some of the most common

needs identified in the MSW population of PR:

• Lack of flexibility in their working hours which precludes them from accessing basic services, as agricultural work hours do not coincide with typical business hours;

• Extremely low wages due to a lack of Agricultural Surveys that could determine if the

current prevailing wage meets at least the minimum wage requirement;

• Poor access and/or assistance with transportation not only to their workplace but also

to basic services such as health, legal counseling and education;

• Lack of coordination of assistance to access educational development opportunities, as

many appear to lack basic skills;

• Lack of resources and support system to find work in agriculture by word-of-mouth, friends and family within their neighborhood;

• Lack of young farmers and that 65% of the island's agriculture workforce is over 55 years of age. The decrease in new farmers will have significant negative effects on the

island's agriculture in the coming decades;

• Lack of knowledge and proper training to protect themselves of workplace hazards;

• Discriminatory practices in the hiring process reducing their chances of obtaining

employment;

• Low educational level, some totally illiterate;

• Lack of basic communication skills in English which precludes them from seeking

employment offered by US employers; and

• Limited or poor conditioned housing facilities near their place of employment.

PRDOLHR will continue its commitment in assisting MSFWs to overcome these challenges by

ensuring that WP services such as job search assistance, counseling, testing and referral

services, including the wide range of training services available under WIOA and the National

Farmworker Jobs Program (NFJP) are made easily available to them.

2. AN ASSESSMENT OF THE AGRICULTURAL ACTIVITY IN THE STATE MEANS: 1) IDENTIFYING

THE TOP FIVE LABOR-INTENSIVE CROPS, THE MONTHS OF HEAVY ACTIVITY, AND THE

GEOGRAPHIC AREA OF PRIME ACTIVITY; 2) SUMMARIZE THE AGRICULTURAL EMPLOYERS’

NEEDS IN THE STATE (I.E. ARE THEY PREDOMINANTLY HIRING LOCAL OR FOREIGN

WORKERS, ARE THEY EXPRESSING THAT THERE IS A SCARCITY IN THE AGRICULTURAL

WORKFORCE); AND 3) IDENTIFYING ANY ECONOMIC, NATURAL, OR OTHER FACTORS THAT

ARE AFFECTING AGRICULTURE IN THE STATE OR ANY PROJECTED FACTORS THAT WILL

AFFECT AGRICULTURE IN THE STATE

In prior reports, it was estimated that Puerto Rico had 584,988 acres of cropland, with a total

value of agriculture sales at approximately $548 million. However, those figures may no longer

be considered accurate after the multiple natural disasters that devastated the territory

between 2017 and January 2020. It is well known that while Puerto Rico was already struggling

to cope with an extraordinary economic crisis, the entire territory was hit by two hurricanes in

2017, causing an unprecedented devastation and completely transforming not only the

agricultural panorama, but also the overall way of living for the entire population.

On September 24, 2017, Hurricane Maria devastated over 80 percent of all the island's crops

and severely damaged the island's dairy industry as well as the banana, plantain and coffee

plantations. Prior to the natural disasters of 2017, Puerto Rico imported 85% of all its food and

local agriculture supplied 15% of the remaining food items consumed in the territory. After

Hurricane Maria, Puerto Rico has a 12% capacity of consumption. However, the food imports

have increased to about 90% of all food items consumed by the ever-changing population. The

agriculture in Puerto Rico impact is: 0.8% (2017 est.) Puerto Rico food crops impacted by this

natural disaster include coffee, bananas, plantains, pineapples, tomatoes, avocados, cacao,

spices, corn, mango, beans, peppers, yams and others.

Top five labor intensive crops, among others:

Table 59. USDA Census Agriculture 2012 and Estimate Loss

Products 2012 (USDA Stat) % Local Food

Production

After Hurricane

Maria

2012 (USDA Stat)

After Hurricane

Maria

Estimated Loss

Milk $189,400,000.00 35% 3.00% $37,880,000.00 ($151,520,000.00)

Plantain $80,500,000.00 15% 3.00% $16,100,000.00 ($64,400,000.00)

Vegetables

and Melons

$47,100,000.00 9% 3.00% $9,420,000.00 ($37,680,000.00)

Poultry and

Eggs

$40,400,000.00 7% 3.00% $8,080,000.00 ($32,320,000.00)

Nursey and

Greenhouse

$37,500,000.00 7% 3.00% $7,500,000.00 ($30,000,000.00)

Other

Agriculture

Business

$152,700,000.00 28% 3.00% $30,540,000.00 ($122,160,000.00)

Total:

$547,600,000.00 $109,520,000.00 ($438,080,000.00)

Source: USDA Census Agriculture 2012 and Estimated Loss of 80% after Hurricane Maria.

The coffee industry remains among the top ten agricultural commodities in order of economic

importance in Puerto Rico. Before the hurricanes hit, there were about 10,000 coffee growers, of

whom the vast majority were small and medium producers. Coffee growers were distributed in

22 municipalities in the central west region. The main municipalities engaged in the production

of coffee were: Adjuntas, Jayuya, Lares, San Sebastian, Añasco, Guayanilla, Mayagüez, Orocovis,

Ponce, San Germán, Ciales, Las Marías, Maricao, Utuado, Juana Diaz, Moca, Peñuelas, Villalba,

Sabana Grande and Yauco. Hurricane Maria destroyed 85 percent of coffee farm harvests when

it ravaged the island in September 2017, according to the Secretary of the Puerto Rico

Department of Agriculture (PRDOA), Carlos Flores Ortega. Right before the storm, farmers were

expecting the best harvest in 10 years, said Flores Ortega.” – NBC News.

According to the 2012 USDA Agricultural Census, which is the only currently available data at

this time, (statistics for Puerto Rico 2017 Census are due to be released in June 2020), the

agriculture industry in Puerto Rico is responsible for approximately 30,122 jobs on a

permanent or temporary basis.

Recent studies have suggested there is a lack of young farmers and that 65% of the island's

agriculture workforce is over 55 years of age. As this trend continues its natural progression,

the aging of our active agricultural employers, paired with a noticeable decrease in new farmers

will have a significant negative impact on the island's agriculture in the coming decades.

Table 60. USDA Census Agriculture 2012

Age Progression of Agricultural Employers in Puerto Rico

Category Producers %

35 to 64 Years 7,917 60%

65 years or Older 4,735 36%

Under 35 Years 507 4%

Total: 13,159 100%

Source: USDA Census Agriculture 2012.

At the time the last AOP was submitted, the Government of Puerto Rico was in the process of

establishing very ambitious projects aimed to usher a new era of investment in the agricultural

industry. Multiple initiatives were launched to revamp farm activity such as reestablishing

traditional crops such as sugar cane and rice and increasing the acreages dedicated to the

production of coffee. The PRDOA offered an array of incentives to agricultural employer to

acquire farm supplies and equipment, provided subsidies and offered tax breaks resulting in

more than 2,000 new farms been established. However, with the approval of PROMESA in 2016

new fiscal constraints are in effect and many incentive programs are under review by the

Supervisory Board named under PROMESA.

According to PRDOLHR’s statistics, as of 2016, the total number of workers (not seasonally

adjusted) was 21,000, revealing an increase in total workers with respect to prior years.

However, that trend ceased suddenly as a result of the economic crisis experienced in Puerto

Rico and aggravated by the natural disasters that followed. The same statistical report for

agricultural employment (not seasonally adjusted) for the month of December 2019 shows a

total of 18,000 workers, which reflects a decline of 4,000 agricultural workers.

Puerto Rico's agricultural employers’ needs are many because of the unpredictability of the

weather, which makes it difficult to be fully prepared with enough workers available on the

anticipated harvest dates. The most active period for agricultural employers in the coffee

production sector is during the months of September and December. However, remarkable

climate changes are altering these traditional dates and some growers need harvesters in

January and February as well. In addition, agricultural employers share the concern of not

having year-round workers, the lack of transportation alternatives, and housing scarcity.

Agriculture constitutes about $808 million or about 0.8% of the island's gross domestic product

(GDP). While most of the land is fertile, Puerto Rico imports 85% of the food it consumes. Only a

mere 6% is arable; a fact that poses a direct threat to Puerto Rico's food security. This situation

is due to a shift in priorities focusing on industrialization of the most productive areas mainly

for the production of seeds, deficiencies in the management of available land, lack of programs

to support the development of alternative agricultural methods, and a rapidly declining

agricultural workforce. Puerto Rico's geographical location within the Caribbean exacerbates

these issues, making the existing crops vulnerable to the devastating effects of Atlantic

hurricanes. The USDA Statistics estimate $547,000,600 in Agricultural production for Puerto

Rico. This represents a 32.23% margin of error as shown below:

USDA: $547,600,000

Economy of Puerto Rico: $808,000,000

Difference: $260,400,000

Margin of Error: 32.23%

Table 61.Margin of Error Economy of Puerto Rico and USDA

Economy of Puerto Rico Current $ % Estimated % + Margin of Error

Agriculture $808,000,000 0.8% $905,800,000 1.2%

Industry $50,601,000,000 50.1%

Services $49,591,000,000 49.1%

Total: $101,000,000,000

The Southern part of the Island’s agricultural activities were the most impacted by the

earthquake of January 7, 2020 and its thousands of aftershocks. These rare events created a

unique situation for the agricultural community, as many growers faced the possibility of losing

their crops because, although the crops themselves may not have been directly affected, many of

the workers lost their homes and were forced to relocate too far from their work area. Many

others remain in shelters but have no transportation to report to work.

The already difficult situation of a severe lack of workers turned into a real crisis forcing many

agricultural employers, including coffee, banana and tomato growers, to go to social media to

implore people for help in order to save their crops. The PRDOA coordinated the use of

government vehicles to transport volunteer workers from the local shelters resulting in

hundreds of people reporting to work in an act of solidarity.

On January 15, 2020, the PRDOA initiated a campaign with several municipalities in the

southern area to recruit, interview and transport individuals with no experience to work for

several agricultural employers. As stated to local media outlets by the Secretary of the PRDOA,

participants were assured that their wages would not be counted against their eligibility for

social service benefits, would receive credits towards an agricultural bonus and would be fully

covered by Workers Compensation and Unemployment while receiving $7.24 an hour pay. 150

individuals reported to work saving some of the crops. Nevertheless, large amounts of this

year’s crops have been lost, causing millions of dollars in losses.

Another element to consider in the present volatile employment environment of the MSFWs in

Puerto Rico is Public Law #87, approved on June 22, 1962 (Public Law #87). It allows

employers to conduct active recruitment in Puerto Rico for work to be performed in the US

mainland. These job offers are typically not for agricultural employment although every so often

there are farming jobs and offers for landscaping, processing plants and food packagers. The job

offers promoted under this law could be temporary or permanent in nature. The increase in this

type of employment offers have significantly impacted the MSFWs in Puerto Rico because they

are gravitating towards these jobs with better chance of permanency, much better salaries and

the possibility of permanent relocation rather than pursuing the regular Interstate Job offers

that are posted from other states under the ARS.

In 2019 and 2020 an influx of new and young farmers has been noticed. These farmers are

mainly focused on small scale specialty farming, hydroponic farming and organic agriculture.

There is a need for educational opportunities and incentives for these beginner farmers, for

farmers looking to shift to new crops or alternative farming methods, and for MSFWs interested

in becoming entrepreneurs. Directing more efforts and resources to these needs will promote

the development of new agricultural employers and increase the employability of the MSFWs of

Puerto Rico. In addition to these challenges, the agricultural community does not have up to

date agricultural data. The lack of agriculture statistics is forcing farmers, private entities and

government agencies to plan without adequate information on the current status of the

agricultural industry.

The PRDOLHR, with the assistance of the SMA, will explore the possibilities of joining efforts

with partners and organizations such as PathStone, the Puerto Rico Department of Education

(PRDOE), the University of Puerto Rico Agricultural Extension, Puerto Rico Farm Bureau, the

PRDOA and others, to create a series of orientation sessions to be offered in every region to

promote existing and upcoming educational opportunities and incentives aimed to alleviate the

above listed issues.

3. AN ASSESSMENT OF THE UNIQUE NEEDS OF FARMWORKERS MEANS SUMMARIZING

MIGRANT AND SEASONAL FARM WORKER (MSFW) CHARACTERISTICS (INCLUDING IF THEY

ARE PREDOMINANTLY FROM CERTAIN COUNTRIES, WHAT LANGUAGE(S) THEY SPEAK, THE

APPROXIMATE NUMBER OF MSFWS IN THE STATE DURING PEAK SEASON AND DURING LOW

SEASON, AND WHETHER THEY TEND TO BE MIGRANT, SEASONAL, OR YEAR-ROUND

FARMWORKERS). THIS INFORMATION MUST TAKE INTO ACCOUNT DATA SUPPLIED BY WIOA

SECTION 167 NATIONAL FARMWORKER JOBS PROGRAM (NFJP) GRANTEES, OTHER MSFW

ORGANIZATIONS, EMPLOYER ORGANIZATIONS, AND STATE AND/OR FEDERAL AGENCY DATA

SOURCES SUCH AS THE U.S. DEPARTMENT OF AGRICULTURE AND THE U.S. DEPARTMENT OF

LABOR (DOL) EMPLOYMENT AND TRAINING ADMINISTRATION

Farm workers in Puerto Rico are predominantly local seasonal workers. Contrary to farm

workers in the United States, Puerto Rico does not have workers that speak any language other

than Spanish; not even the MSFWs through the H-2A program, who are also Spanish speaking.

Puerto Rico does not have the diversity of workers from other countries, among the

approximately 20,000 to 30,000 agricultural workers in Puerto Rico.

A small number of migrant workers are referred through the ARS to agricultural job opportunities in the United States. This number appears to be in decline due to the new

opportunities offered by Public Law #87, jobs which tend to be longer lasting with higher pay.

Therefore, MSFWs are now gravitating towards other types of employment in the US mainland.

The low educational level and lack of understanding of the English language is one of the most

evident barriers for MSFWs in Puerto Rico, because they are perceived as not ready to be

inserted in the nonfarm labor market resulting in fewer services been offered to them.

The MOU between PRDOLHR and PathStone will facilitate the provision of educational services

to MSFWs. PathStone provides education and information to agricultural workers on farms and

camps and, in some locations, it provides English as a Second Language (ESL) instruction as well

as small amounts of funding for books and supplies for educational purposes. Through the

Outreach Program, the PRDOLHR will leverage resources with PathStone to increase the

number of MSFWs enrolled in educational services.

Farm workers’ extremely low wages keep them below the poverty level making them

economically disadvantaged. Farm workers in Puerto Rico face additional barriers including

social and physical isolation exacerbated by acute economic inequalities, educational gaps and

lack of transportation. These barriers limit their ability to gain access to services available at the

AJCs. The Outreach Program is an integral component of the AJC system designed to reach them

at their place of employment or gathering in order to provide them with the available

employment and placement services.

The low wage issue is supported by the lack of Agricultural Surveys to establish prevailing wage practices in the many crops grown in Puerto Rico. In the past, the PRDOA issued a Wage Subsidy

reimbursing up to $2.72 per hour worked to agricultural employers that met certain

requirements to help them meet the Federal Minimum wage (Public Law #60, approved on July

1, 2019). However, that incentive is now subject to a production criterion making it harder to

achieve, given the multiple obstacles the employers must deal with, such as lack of resources

and labor force, to name a few.

The SMA will seek the cooperation of the WP Outreach Staff, the PRDOA, the Wage & Hour

Division and PathStone to design an action plan, devise strategies to identify the areas of highest

agricultural activity by region, select a significant sample of employers, and begin the collection

of data for Agricultural Surveys of the predominant crops in Puerto Rico no later than

September 2020.

4. OUTREACH ACTIVITIES

Please see below.

Puerto Rico has been designated as a significant MSFW supplier State for several States in the

US mainland. As a result, Puerto Rico’s AJCs are mandated to operate an Outreach Program to

locate and contact MSFWs not reached by regular intake procedures. As of January 2020, the

PRDOLHR has three (3) WP staff members assigned to Outreach duties. These Outreach

workers operate out of the AJCs in Caguas, Mayagüez and San Germán, all identified as

significant MSFWs offices. The remaining significant offices do not have staff assigned to cover

the Outreach responsibilities.

PRDOLHR will explore available funding sources to place additional staff in the following offices:

Ponce, Humacao and Coamo, where the agricultural community has been underserved. These

areas have a high agricultural activity, particularly Coamo, which serves the largest tomatoes

grower in the island, although not currently designated as a significant office.

The Outreach Program allows WP staff to make contacts with MSFWs all year-round and during

peak agricultural activity periods. Contacts are made at locations where MSFWs live and

congregate. Written and oral presentations are provided to MSFWs on services such as, but not

limited to:

• Information regarding the full array of services offered in the career centers

• Referral to agricultural job orders through the ARS, local H-2A job orders, and non-

agricultural employment

• Referral to training opportunities

• Referral to supportive services

• Career counseling

• Job development

• Information on the WP complaint system

• Summaries of farm worker rights (terms and conditions of employment)

• Contact information for Labor Law enforcement agencies

• Referrals to PathStone

• Referrals to Legal Services

In addition to providing information about the AJC services, the Outreach workers frequently

inquire about the working conditions, wages and overall wellbeing of the MSFWs and encourage

them to visit the nearest career center for the full range of employment, placement and training

services.

In the event the MSFWs cannot or do not wish to visit a physical AJC, Outreach staff helps them

complete an application for ES, provides referrals to employment opportunities for which the

individuals are qualified, assists them in preparing complaints, or makes appointments for other

services as needed. As appropriate, Outreach staff will carry out follow-up contacts with

MSFWs.

Internal data collected by the PRDOLHR Foreign Labor Certification Officer shows the following

as direct results of the above listed outreach efforts:

Table 62. Outreach Efforts

PY 2016-2017 PY 2017-2018 PY 2018-2019

MSFWs Contacted 3,450 2,060 2,689

MSFWs Placed in jobs 54 37 48

The SMA is designing a schedule of trainings and joined meetings with PathStone, Legal Services

Farmworker Division, PROSHA and the Wage & Hour Division to properly train the Outreach

workers of WP and PathStone in all required areas and competencies established on 20 CFR

657.103. The first joint meeting is scheduled for April 7, 2020. With these trainings, the

Outreach workers will be better equipped to:

• Develop strategies and techniques to locate and contact MSFWs in order to provide information for services available at the local AJCs.

• Use the Labor Market Information to inform MSFWs of specific job openings (agricultural and non-agricultural) available to them.

• Assist agricultural employers on securing workers and acquiring information on labor market trends.

• Provide the necessary competencies on labor related laws affecting MSFWs such as the

Fair Labor Standards Act (FLSA), the Migrant and Seasonal Farmworkers Protection Act

(MSPA), Equal Employment Opportunity laws, H-2A Regulations, Housing and other State regulations governing MSFWs.

• Assist MSFWs in filling job applications, preparing worker complaints, making appointments and making transportation arrangements.

• Provide information about services available through electronic means and teaching them how to access this information.

• Identify qualified MSFWs seeking employment and plan follow-up visits to provide

needed services to improving their employability.

• Contact agricultural and non-agricultural employers, program operators, community or

faith-based organizations, and education-and-training providers on behalf of MSFWs.

• Solicit jobs, training opportunities and employment related services for MSFWs.

• Provide agricultural and non-agricultural employers with information, services and

assistance requests related to labor issues and needs.

• Accept job orders while performing field outreach activities.

• Refer qualified MSFWs to job openings of their interest.

PRDOLHR is in the process of developing a cohesive AJC network system to ensure the provision

of the above listed services to MSFWs and enhance the referral processes to both agricultural

and non-agricultural jobs. Emphasis will be placed in coordinating efforts between the above-

named partners to arrange an intensive training program for the entire local AJC/WP staff. These efforts will clarify terminology, strengthen the staff knowledge of labor laws related to

the protection of this underserve population and facilitate the provision of services, minimizing

duplication. These on-going efforts will ensure that the current and new Outreach workers will

be able to provide orientation on all services and explore solutions to issues in areas such as

agricultural workplace safety to better assist the MSFWs and the agricultural employer.

The new SMA was hired as of February 6, 2020 and is diligently addressing the needs of the

program by reviewing available data related to policies and procedures established to serve the

MSFWs and the agricultural employers. Amongst the monitoring and advocacy activities that

the SMA will be conducting are the following:

• Establishing collaborative network with partner agencies serving the agricultural

community.

• Overseeing the operation and performance of the MSFW complaint system.

• Conducting On-Site Monitoring Reviews of all significant offices.

• Preparing the State AOP to be incorporated into the State Plan.

• Coordinating training sessions for the AJC staff, including Outreach workers.

• Participating in the coordination of pre-harvest meetings in various agricultural areas of

the territory.

• Reviewing Outreach reports on an on-going bases for each significant office.

• Participating in public meetings concerning topics affecting the agricultural community

throughout the state.

• Meeting with farm worker groups and employers to promote the use of the career center services.

• Providing technical assistance to all partners.

The SMA is charged with the responsibility to meet with other workforce agencies to ensure

that services provided to MSFWs are rendered in a manner that is quantitatively proportional and qualitatively equivalent to those provided to non-MSFWs. In order to accomplish this task,

the SMA will work in the development of monitoring tools that will simplify the timely and

accurate identification of issues and a series of strategies and protocols for service delivery that

will ensure continuity and increase success rate when addressing the needs of MSFW

customers.

During the onsite reviews of the AJCs, the SMA will analyze all available data regarding the

provision of services of the local workforce systems to determine their compliance with the

designated equity indicators and minimum service levels for MSFWs. The SMA will also provide

training and technical assistance to staff and partner agencies as needed.

The PRDOLHR plans and implements employer services based on each career center service

delivery plan. To ensure that agricultural employers’ needs are met, AJCs provide key activities

in the agricultural referral process, such as integrating services for agricultural employers and

workers; identifying job-ready workers; and providing employers with labor market

information related to their specific industry, among other services.

To comply with federal regulations, all AJC/WP staff will be trained in the ARS, the Complaint

System and Agricultural Labor Laws. The training will provide essential information to staff

engaged in serving the agricultural community, both employers and MSFWs.

The PRDOLHR signed a Memorandum of Understanding (MOU) with PathStone to jointly

provide a comprehensive outreach approach to MSFWs. The Outreach Program provides the

necessary framework for the AJC’s staff to locate, contact, and enhance employability of MSFWs

in Puerto Rico. Outreach workers from both agencies will make referrals to other WIOA

partners, agencies and organizations in order to maximize the provision of services to MSFWs.

All Outreach activities managed by ES will be funded with WP funds. Outreach workers will also

contact agricultural employers during the harvest seasons to help in the coordination of

recruitment plans for anticipated needs.

PRDOLHR’s main focus is on services to business, while the State merit staff provides Outreach

personnel to aid in scheduling visits throughout the agricultural community. The SMA will

reach out to the PRDOA to design strategies that could ensure all resources available to the

agricultural community are coordinated in a seamless fashion. Capitalizing on the long-standing

relationship between the Outreach workers with the University of Puerto Rico's Agricultural

Extension Service/PRDOA regional field staff, joint meetings will be coordinated to collaborate

and improve services to agricultural employers and MSFWs.

The SMA will make recommendations to the AJCs to ensure that key staff will be granted access

to the local UI system to allow them to view basic information of MSFWs, which could be used to

assist them with issues related to application for benefits, employment records, interstate

claims and eligibility issues. Training on basic unemployment data system will be arranged for

the selected staff.

In accordance with 20 CFR 653.107(i-p), the PRDOLHR is providing outreach through three (3)

career centers in agriculturally significant areas and will initiate the hiring process to increase

the number of staff in an effort to reinforce the Outreach Program in all significant offices. These

centers are part of the State’s WIOA AJCs, serving as either a comprehensive AJC or an affiliated

site. The employment-related needs of MSFWs and the agricultural employers are of primary

importance to the PRDOLHR and will be targeted in the following significant career centers:

Table 63. Service area of career centers serving MSFWs

Career Center

Locations

Municipalities served

Arecibo Quebradillas, Camuy, Hatillo, Arecibo, Lares, Utuado, Jayuya, Adjuntas

Caguas Caguas, Guayama, Cayey, Cidra, Aguas Buenas, Arroyo, Trujillo Alto,

Gurabo, Aibonito

Humacao Humacao, San Lorenzo, Maunabo, Patillas, Las Piedras, Yabucoa, Juncos,

Peñuelas

Coamo Coamo, Juana Diaz, Santa Isabel, Salinas, Naranjito, Aibonito

Ponce Ponce

San Germán Maricao, Guánica, Lajas, Peñuelas, Cabo Rojo, Yauco, Sabana Grande,

Hormigueros, San German

Mayaguez Añasco, Mayagüez, Hormigueros, Las Marías

Guayama Guayama, Arroyo

Source: PRDOLHR.

The PRDOLHR staff allocation has not changed in several years, hence the active Outreach

workers are in the same career centers as in past reports; Mayaguez, San Germán and Caguas.

These three offices have knowledgeable, designated staff to assist growers and MSFWs through

outreach activities.

The PRDOLHR is committed to have all significant career centers with the necessary staff to

provide the employment-related needs of MSFWs according to 20 CFR 653.111. Once

authorized to hire the additional staff, the PRDOLHR will be able to increase the number of

MSFWs served and provide outreach services to a much larger portion of the agricultural

community.

Table 64. Projected workers dedicated to outreach to farmworkers by service area

Service region Career centers Number of outreach workers

Northern Arecibo 1

Southern Ponce, Coamo, Guayama 3

Eastern Humacao 1

Western Mayagüez, San Germán 2

Northern Region

This region has the second largest concentration of MSFWs. The mountainous area is known for

its coffee production, specifically in Utuado and Lares. This region includes municipalities that

when taken together the aggregate number of farm workers exceeds those of the Manatí service

area. The AJC located in Barceloneta currently provides services to these agricultural areas.

Southern Region

The Southern region is known to produce an array of vegetables and other minor fruits.

Gargiulo and Pioneer continue to be the main agricultural employers in that area. Gargiulo is

responsible for the employment of over 1,000 workers during the peak tomatoes season. The

Coamo local office is responsible for the referrals of workers to Gargiulo, Pioneer and several

other agricultural employers. Although not designated as a significant office, this office serves

most of the MSFWs in the area. The SMA will evaluate this office to determine if it meets the

requirements to be designated as a significant office and will request additional staff to serve

this region accordingly.

Western Region

This region has the highest concentration of MSFWs because it is where most of the coffee

industry is concentrated, specifically in the municipalities of Yauco, Maricao, Las Marías and

Sabana Grande. The Sabana Grande and Mayaguez staff assigned to the Outreach Program

report a significant decline in the number of MSFWs due to changes created by the devastation

caused by Hurricanes Irma and Maria. Additionally, many agricultural employers are no longer

in business or are now operating at a much smaller scale due to the multiple natural disasters

which devastated the region.

The Outreach workers confront extreme challenges in their efforts to reach the MSFWs due to

the precarious conditions of the roads that lead to most farms in the area. Furthermore, the

Outreach workers do not count with vehicles appropriate for the terrain and often have to leave

their personal vehicles on the side of the road and complete the journey on foot which

diminishes their effectivity as it doubles the time required to accomplish the task. It is yet to be

determined if the resources for Outreach in the Western region are enough to carry out the

program according to 20 CFR 653.107. The Mayaguez local office is a significant MSFW office.

Eastern Region

The Eastern region does not account for a great number of MSFWs and the agricultural activity

in this area continues to be minimal. However, all AJC staff will be trained in coordination with

the USDOL Wage and Hour Division, EEOC and OSHA, in order to identify MSFWs in the area and

provide them with labor market information, services and referrals as needed.

As previously stated, the SMA is designing a schedule of trainings and joined meetings with

PathStone, Legal Services Farmworker Division, PROSHA and the Wage & Hour Division to

properly train the Outreach workers of WP and PathStone in all required areas and

competencies established on 20 CFR 657.103. The first joint meeting is scheduled for April 7,

2020. With these trainings, the Outreach workers will be better equipped to:

• Develop strategies and techniques to locate and contact MSFWs in order to provide information for services available at the local AJCs.

• Use the Labor Market Information to inform MSFWs of specific job openings

(agricultural and non-agricultural) available to them.

• Assist agricultural employers on securing workers and acquiring information on labor

market trends.

• Provide the necessary competencies on labor related laws affecting MSFWs such as the Fair Labor Standards Act (FLSA), the Migrant and Seasonal Farmworkers Protection Act

(MSPA), Equal Employment Opportunity laws, H-2A Regulations, Housing and other

State regulations governing MSFWs.

• Assist MSFWs in filling job applications, preparing worker complaints, making appointments and making transportation arrangements.

• Provide information about services available through electronic means and teaching

them how to access this information.

• Identify qualified MSFWs seeking employment and plan follow-up visits to provide

needed services to improving their employability.

• Contact agricultural and non-agricultural employers, program operators, community or

faith-based organizations, and education-and-training providers on behalf of MSFWs.

• Solicit jobs, training opportunities and employment related services for MSFWs.

• Provide agricultural and non-agricultural employers with information, services and assistance requests related to labor issues and needs.

• Accept job orders while performing field outreach activities.

• Refer qualified MSFWs to job openings of their interest.

PRDOLHR is in the process of developing a cohesive AJC network system to ensure the provision

of the above listed services to MSFWs and enhance the referral processes to both agricultural

and non-agricultural jobs. Emphasis will be placed in coordinating efforts between the above-

named partners to arrange an intensive training program for the entire local AJC/WP staff.

These efforts will clarify terminology, strengthen the staff knowledge of labor laws related to

the protection of this underserve population and facilitate the provision of services, minimizing

duplication. These on-going efforts will ensure that the current and new Outreach workers will

be able to provide orientation on all services and explore solutions to issues in areas such as

agricultural workplace safety to better assist the MSFWs and the agricultural employer.

The MOU signed between the PRDOLHR and PathStone in 2019 is expected to be amended in

March 2020 to include additional requirements established under federal guidance. As the

ETA’s designated grantee for Puerto Rico, PathStone operates the NFJP and provides career and

training services and related assistance for MSFWs. The cooperative agreement serves in

establishing effective outreach coordination, enhance service delivery to MSFWs and increases

registration activities between PathStone and the career centers staff. The partnership provides

for the sharing of labor market information, training, supportive services, and job-related

resources available to MSFWs. The cooperative agreement will improve mutual capacities and

effective customer service, by sharing the responsibilities for this population and maximizing the use of available resources.

PathStone also provides On the Job training to agricultural employers which includes: providing

training tailored to the employer’s needs, reimbursement of training expenses/salary up to 50%

for a period not to exceed 8 weeks, monitoring the job performance of the trainees, certification

on proper use of agrochemicals (WPS), training on heat exhaustion and other work related

hazards, and training on proper use of agricultural equipment.

The SMA is already exchanging information with PathStone to determine employer’s needs and

will be scheduling an orientation for employers in the southwest region of the territory with the

collaboration of a local agricultural employer.

Some of the most significant benefits of the cooperative agreement with PathStone are:

• The information exchange process is streamlined, improving the accuracy of shared information.

• Each organization will be better prepared to coordinate actions, particularly in matters that require expeditious action to safeguard the rights and wellbeing of the MSFWs.

• Staff’s ability to properly and timely identify potential issues regarding the MSFW community increase.

• The establishment of a vehicle of communication with the AJCs and PathStone to

periodically review and coordinate quality services to MSFWs and agricultural

employers.

• Reports are shared on the staff hours spent performing MSFW outreach activity.

PathStone has a staff member placed in the Mayaguez ES local office after closing one of their

offices in the area. This allows PathStone to leverage the PRDOLHR resources to better serve the

MSFWs in the Western area. PathStone also has cooperative agreements with several AJCs and

community partners focusing on integrated service strategies and resource sharing.

Collaborative approaches reduce duplication of effort and ensures that resources are used

effectively for the benefit of customers.

PathStone is also the NFJP housing grantee for Puerto Rico and provides housing support

services to MSFWs through rental and utility assistance. The SMA and the PRDOL Outreach

workers will continue to coordinate with PathStone staff in their efforts to assist growers in

providing safe and affordable housing for farmworkers, hence expanding the range of services

available to this population.

5. SERVICES PROVIDED TO FARMWORKERS AND AGRICULTURAL EMPLOYERS THROUGH THE

ONE-STOP DELIVERY SYSTEM

The outreach staff in coordination with the Foreign Labor Certification Officer (FLCO) are

developing a list of available resources to establish partnerships with local organizations

serving MSFWs. Efforts would continue to coordinate initiatives between state agencies, federal

agencies and private companies serving the agricultural community. By establishing

collaboration with multiple agencies, the PRDOLHR will increase the timeliness of response and

achieve greater impact. Collaboration should be established with but not limited to:

• Department of Health

• Farmworker Health Program

• State Workers Compensation

• Wage & Hour Division (Caribbean District)

• PROSHA

• Puerto Rico Farm Bureau (AAPR)

• Migrant Legal Services

• PathStone Corporation

• PRDOE-Adult Education Program

• Migrant Health

• Productores de Café de Puerto Rico Inc.

• Puerto Rico Farm Credit

• PRDOA

• University of Puerto Rico Agricultural Extentions

AJCs will collaborate with Local Boards to ensure MSFWs have training opportunities for jobs in

demand in the area. At the AJCs, all jobseekers receive a general orientation prior to receiving

services for which they might apply. Through this orientation, workers become aware of the

range of services available to them and how to apply for such services.

Once the workers receive the orientation, they have the option to use the self-service resource

area where they can access the Internet to perform job searches, prepare resumes and browse

job offers. If in need of job search assistance and placement services, the worker is referred to a

WP Employment Specialist to be registered and assess his/her job readiness. Depending on the

assessment, the jobseeker might be referred to an available job offer/job development, or to an

Occupational Counselor for additional career services. If it is determined that the individual is

not job ready, the jobseeker is referred to the appropriate partners to provide the necessary

assistance to address their needs in order to pursue suitable employment. All MSFWs receive

the same services as described above.

To increase the effectiveness of the Outreach program, the SMA will promote a more

comprehensive approach to the provision of services by encouraging and facilitating

nontraditional methods of Outreach activities such as:

• Quarterly meetings with agricultural employers that could be hosted by PRDOLHR,

Puerto Rico Farm Bureau and other entities, partners, associations, and coops.

• Coordinated media advertising and promotion to make programs known.

• Trade publications

• Email newsletters

• SMS Messaging

• Social Media Advertising

• Utilize the tools and structures of already established organizations named through this document to offer services through them.

Once registered, a MSFW may receive the following career services:

• Preparation of job applications

• Assistance applying for Unemployment Benefits

• Referral to specific employment opportunities (agricultural and non-agricultural),

training, counseling and other services

• Support service referrals for individuals or family members

• Information and referrals to PathStone or other appropriate program services

• Information about farm worker rights (Federal and State employment related protections laws such as MSPA and FLSA)

The ARS is operated and coordinated within the AJCs by WP and other partners. As a result, the

FLCO shares Interstate Job Orders with AJC staff and PathStone and receives referrals from the

different WIOA local areas. The FLCO receives job orders from the different State Order Holding

Officers seeking qualified workers for agricultural jobs associated with an H-2A application. The

job orders are distributed to local Workforce Centers and local AJCs to be made available to all

job seekers, including registered MSFWs.

Outreach workers and WP staff at the AJCs are responsible for the identification of suitable

workers to match them with the employer requirements. Once a potential candidate is

identified, the staff will coordinate referrals with the Puerto Rico FLCO, assist the job seeker

with scheduling interviews and help them make travel arrangements once hired.

The AJCs new software system that will replace the SIAC system (expected to be operational in

April 2020) will assist Outreach workers in providing MSFWs with the full range of services

available through the AJCs.

PRDOLHR’s web site contains a broad array of employment resources for job seekers and

businesses. In addition, PRDOLHR’s provides an extensive bank of available jobs through its Job

Bank website, puertorico.usnlx.com (to be later migrated into a new system). The website is

user friendly and can translate the site content into Spanish. Career centers' staff assists

employers by referring qualified workers to their job orders. However, this process still poses

challenges for career center staff serving MSFWs because the jobs available in the Puerto Rico

Job Bank are mostly professional jobs which require college preparation, advance skills and

experience. The PRDOLHR will ensure that local agricultural jobs, Public Law #87 jobs, and local

entry-level jobs are also posted in the Puerto Rico Job Bank. Information on services, including

how to register for services, is provided online ensuring that MSFWs have the full range of

services available whether services are received in the field or a career center.

PRDOLHR plans to continue implementing strategies and exercise the use of best practices to

address the needs of agricultural employers including the following topics:

• Limited knowledge of State/Federal employment laws and regulations. Career centers will continue to host Forums/Workshops to educate employers and agricultural crew

leaders regarding State/Federal laws and regulations.

• Lack of efficient use of local human resources. Career centers staff must encourage/facilitate communication between growers, regarding farm-workers’ specific

needs. One possible resource is Puerto Rico’s Agricultural Extension Program.

• Lack of facilities/staff to screen and interview potential farm workers. Career centers

might provide temporary office space so that agricultural employers might use as a job-

interviewing facility. Workforce Center staff might also provide intake and referral

activities at the growers’ locations.

• Encourage farm labor contractors to register. Career centers staff might provide forms

and instructions for completing crew leader registrations and ensure that farm labor

contractors’ registration cards are kept current.

• Housing. The ARS requires employers to provide housing at no cost to workers who cannot reasonably return to their place of residence after each working day. PRDOLHR,

as part of the agreement established in the MOU, will coordinate efforts and grant

activities with PathStone, Inc., the NFJP grantee for the Housing Grant under the WIOA

167.

Agricultural employers are critical to Puerto Rico’s workforce, especially in the geographic areas

where agriculture is the key economic industry. Services provided to farmworkers and

employers should be focused on professionalizing the agriculture work, making it financially

competitive against other industries such as construction and manufacturing. The overall

misconception about the agricultural worker a second class, non-ambitious individual makes it

difficult to attract talent into the agricultural industry. Services provided to MSFWs and

agricultural employers should include but no be limited to:

• Entrepreneurship and management courses for agricultural employers including HR related topics to develop a modern and optimized employer/worker relationship. These

courses should be provided through coordinated efforts with entities such as Asociación

de Agricultores de Puerto Rico, Productores de Café de Puerto Rico Inc., and other Coops

due to their already strong relationship, bond and trust with the agricultural

community.

• Increase participation of PathStone Corporation in the provision of services to agricultural employers by coordinated efforts among partners.

• Promoting the development of college level degrees focused on high-tech and innovative

farming techniques, practices and methods. This will allow agricultural employers the

opportunity to develop more profitable, sustainable and resilient businesses.

• Develop initiatives aimed at guaranteeing or facilitating a more stable employment

opportunity for MSFWs such as but not limited to inconsistent employment, part-time

only employment and low wages.

• Develop and actively promote initiatives aimed at enhancing the quality of life of MSFWs

and their families, tackling issues such as housing, transportation and access to basic

utilities.

• Enhance communication to strengthen the promotion of job opportunities available and the job seekers in the agricultural community.

• Investing in a series of Agricultural Surveys to establish prevailing practices and fair wages through the territory and generate reliable data that could assist all partners in

the development of their service plans.

• Promote the development of standardized farming practices that allow organized farming to maintain a consistent supply of farm products.

The PRDOLHR Statistics Division collects data from employers based on their quarterly reports

of unemployment benefits paid in accordance to the law. Below are the total number of

Agricultural employers reporting employee wages to the Unemployment Division by

municipality and grouped by region. This data supports the need to establish a more

comprehensive Outreach program in order to meet the needs of these employers and their

workers.

Table 65. Agricultural Employers by Region 2019

NOROESTE 277

Aguadilla 18

Moca 50

Isabela 28

San Sebastián 148

Añasco 21

Rincón 2

Aguada 10

NORTE CENTRAL-ARECIBO 569

Quebradillas 18

Camuy 45

Hatillo 69

Arecibo 66

Lares 121

Utuado 87

Adjuntas 104

Jayuya 59

SURESTE 119

Juncos 12

Patillas 16

San Lorenzo 20

Las Piedras 19

Humacao 10

Yabucoa 31

Maunabo 11

SUROESTE 286

Cabo Rojo 29

Hormigueros 10

San Germán 37

NOROESTE 277

Lajas 49

Sabana Grande 24

Maricao 39

Yauco 52

Guayanilla 22

Peñuelas 11

Guánica 13

NORTE CENTRAL-MANATI DORADO 103

Barceloneta 5

Florida 3

Ciales 35

Morovis 18

Manatí 19

Vega Baja 12

Vega Alta 5

Dorado 6

SUR CENTRAL 150

Coamo 48

Juana Diaz 25

Santa Isabel 31

Salinas 17

Naranjito 29

LA MONTAÑA 247

Corozal 60

Orocovis 47

Barranquitas 95

Cidra 21

Villalba 24

MAYAGUEZ-LAS MARÍAS 67

Mayagüez 26

NOROESTE 277

Las Marías 41

PONCE 50

Source: PRDOLHR -Studies and Statistics Division

The SMA will submit a comprehensive report to USDOL requesting the designation of new

significant offices based on the above chart in order to establish an Outreach Program in those

areas not previously targeted.

In fulfilling its responsibilities under Federal regulations, the PRDOLHR has established a

Uniform Complaint System under WP pursuant to 20 CFR 658.400. With this complaint system

in place, career centers have the capacity to resolve MSWF complaints and any others job seeker

impacted by WP activities. The state and local managers have the responsibility to resolve

complaints filed pursuant to 20 CFR 658.400.

The SMA is responsible for the oversight, operation and performance of the complaint system.

The SMA is also responsible for the marketing and promotion of the complaint system to other

MSFW advocacy groups and partners. The SMA also ensures that Outreach workers inform

MSFWs about their rights, how to use the complaint system, provide them assistance filing a

complaint and following up as appropriate.

During the required career center orientation, job seekers are briefed on the WP complaint

system. During registration, a WP Employment Specialist explains the complaint system to the

worker and how to properly file a complaint. A complaint form is handled out to the worker at

that moment. MSFWs are informed of their rights and the laws that protects them.

The SMA will review the protocols established for the successful implementation of the

Complaint system and will conduct training for the AJC as needed.

Agricultural industry in Puerto Rico is undergoing a transformation prompted by a multitude of

factors, including but not limited to an overall economic crisis of the territory, natural disasters

that damaged most infrastructures, overall emotional unsettlement amongst the agricultural

workers due to the loss of property, valuables, employment and even loved ones. As a result,

there is a proliferation of foreign employers recruiting local workers, depleting the pool of

MSFWs available to satisfy the needs of the agricultural employers. In response, for the first

time in our history, local agricultural employers are seeking workers through the ARS. As of

February 2020, two large agricultural employers have placed H-2A job orders and are actively

pursuing authorization to bring workers from Dominican Republic. Local agricultural employers

are now willing to engage in the costly efforts related to this type of recruitment and the

PRDOLHR has certified two housing units as part of the required guarantees they need to

provide to MSFWs.

The SMA is closely monitoring the referral process of the existing H-2A job orders and is

meeting with partner agencies to ensure that all MSFW rights are respected. The FLCO,

Outreach workers and SMA will coordinate field visits to these employers within the active

period of the job orders to ensure workers are aware of their rights and that all requirements

are been met. The PRDOLHR will coordinate orientation and workshops for agricultural

employers to ensure there is a clear understanding of the ARS and provide them with

information needed to make an informal decision on whether to use the system.

6. OTHER REQUIREMENTS

A. COLLABORATION

Cooperative Agreement with PathStone

The PRDOLHR signed a cooperative agreement with PathStone (to be amended as indicated

below to include additional requirements established by federal law) to provide a

comprehensive outreach program for MSFWs. Prior to the COVID emergency, both PRDOLHR

and PathStone met to discuss to amend their agreement to enforce the responsibilities of each

partner. WP management at the AJCs will have the task to administer the agreement at the local

level by ensuring that quarterly meetings are held to discuss what issues need attention within

the agreement, so services reach the MSFWs community served by the significant career

centers. The SMA or its representative must attend all meetings and properly document them

preparing minutes.

Legal Services of Puerto Rico

The PRDOLHR has an agreement with the Puerto Rico Legal Services Program (a non-profit) to

provide orientation and information to MSFWs who migrate to the United States to work in

farm work through the Federal Agricultural Job Order Clearing System. The selected MSFWs are

briefed on their rights in relation to the specific job order. If any MSFW needs legal assistance

due to apparent violations of their rights by the agricultural employer who hired them, the

PRDOLHR coordinates the assistance of Legal Services Staff to address their needs. The SMA

receives reports and participates in the coordination of assistance facilitating processes,

keeping records and following up as needed. In order to build upon this collaboration, quarterly

meetings will be held to discuss what issues need attention within the agreement, so services

reach the MSFWs community served by the significant career centers. The SMA or its

representative must attend all meetings and properly document them preparing minutes.

Potential New Partners

The PRDOLHR recognizes the extraordinary service to MSFWs provided by Migrant Health,

which is a non-profit organization dedicated to providing health and family services to the

MSFWs communities, particularly in the Southwestern region of Puerto Rico. With that in mind,

the PRDOLHR will engage in communications with this entity to explore ways in which our

Outreach workers might participate in some of their events to reach more MSFWs and provide

services accordingly.

The PR Farm Bureau (PRFB) is another potential partner with whom the PRDOLHR wishes to

establish a closer relationship aimed to coordinate better services to the Agricultural

employers. The PRFB is known to have frequent meetings to discuss issues affecting the

agricultural employers and is a great resource to facilitate processes pertaining job order

referrals, H2A program knowledge, and rights and responsibilities when serving the MSFWs.

Once PRDOLHR establishes communication with both entities, we will determine if there is a

possibility to establish an agreement and provide an approximate timeline for doing this.

B. REVIEW AND PUBLIC COMMENT

After an exhaustive search of approximately two years, during the first week of February 2020,

PRDOLHR finally recruited its SMA. The SMA developed a work schedule to review the delivery

of services and protections afforded to MSFWs and to comply with the responsibilities imposed

by 20 CFR 653.108. The SMA has arranged on-site reviews for all significant offices in order to

ascertain findings, offer initial recommendations and coordinate technical assistance. In

addition, the SMA made contact in person with PathStone, Wage & Hour Division and Legal

Services to establish open lines of communication and promote the exchange of data and

advantage of resources to better serve the MSFWs and the agricultural employers.

Due to the time constraint between the time of recruitment and the Unified State Plan submittal

due date, in order to comply with the review and public comment requirement for the

Agricultural Outreach Plan (AOP), on February 28, 2020 the organizations listed below were

sent the draft of the proposed AOP and were be invited to comment until March 14, 2020

(during the same period provided to receive public comments for the Unified State Plan):

• PathStone Corporation

• Puerto Rico Legal Services - Farmworker Division

• Asociación de Agricultores de Puerto Rico

• PRDOA

• Migrant Health Center, Western Region Inc.

• Organización Boricua de Agricultura Ecológica

As of the date of final submission, no comments have been received.

As the program year progresses and the needs of the agribusiness community evolves,

PRDOLHR will continue to work with partners of the agricultural community to explore new

approaches to meeting the demands of Puerto Rico’s expanding agricultural industry.

C. DATA ASSESSMENT

Table 66. Percentage of MSFW and non-MSFW served, PY 2016-2019

2016 WP 2016

MSFWs

2017 WP 2017

MSFWs

2018WP 2018

MSFWs

2019 WP 2019

MSFWs

1QTR 43,234 1,325 35,162 840 38,323 981 32,292 1,533

2QTR 80,016 2,387 45,728 950 72,645 1,666 64,210 2,196

3QTR 125,719 3,338 77,824 1,803 198,990 2,057 N/A N/A

4QTR 174,116 4,174 102,320 2510 280,382 2,992 N/A N/A

Source: PRDOLHR.

Puerto Rico has not been reporting on WIPS since June 2016 due to the lack of capacity of the

WIOA and ES integrated system – SIAC- to collect such data, and to issue reports. Currently a

new system (PRIS) has been developed by a third-party contractor, and before the COVID

emergency it was to be implemented allowing reporting expected to begin during the month of

June 2020. In the absence of a reporting system under SIAC (the old system), the State

Employment Service had to use a manual data collection system in order to monitor programs.

The information collected form these reports show that the state has not met its goals in the

provision of quantitatively and qualitatively proportionate services to MSFWs as compared to

non-MSFWs. Among the multiple factors that this situation could be attributed to, the following

were the most determinant:

• The SIAC system being used by the WP staff since 2009 did not compile data about

MSFWs.

• Under SIAC, Puerto Rico was unable to report to WIPS since 2016, therefore no performance data is available as to the placement of MSFWs during the 2nd and 4th

Quarters after exit.

• Internal reporting systems show that Outreach workers are failing in performing their roles as required by regulations. This requires re-training, among other actions.

• In recent years, many MSFWs have opted to pursue more lucrative job opportunities

under Public Law 87 job orders, thus reducing the population of MSFWs to serve. As a

result, referrals to clearance job orders declined significantly, as fewer MSFWs seek

these type of job opportunities.

• There are several vacancies in the program, which have been affected by the State-wide

hiring freeze. Efforts are being made to obtain authorization to activate these positions.

• It seems that it is essential that the local ES Managers receive training on how to

supervise Outreach workers and, in addition to requiring these employees to perform

office duties, they must allow them to conduct their fieldwork for outreach. In the past,

not doing this resulted in extremely low number of days dedicated to Outreach and

insufficient MSFWs contacts.

• The lack of a designated SMA to monitor the overall services provided to MSFWs. However, this issue was resolved with the recent hiring of the new SMA.

To improve the provision of services to MSFWs, the PRDOLHR is committed to take the

following measures:

• Provide training to all ES supervisors to clarify roles and responsibilities of the Outreach

Workers and reinforce the management staff’s responsibility to oversee their

performance in accordance with federal guidelines.

• Conduct a series of training for the Outreach workers, WP staff and AJC staff to ensure clear understanding of these basic principles of the program:

o Definition of a MSFW.

o Definition of agricultural jobs.

o How to properly classify a MSFW in the PRIS system, record their employment

information and account for the services provided.

o Alternative methods to provide services to MSFWs who do not come into AJCs.

o Importance of accuracy and timeliness of Outreach reporting.

• The SMA will actively and regularly engage in the overseeing of ES activities to ensure

that services to MSFWs are provided in accordance to established regulations.

• Continue to educate and inform MSFWs about their rights under the law and the broad

range of services available to them through the AJCs.

• PRDOLHR will focus on the prompt implementation of a reporting system that will meet

the requirements of the ETA-5148 reports pertaining to services to MSFWs provided by

the SWA and their partners.

D. ASSESSMENT OF PROGRESS

The number of MSFWs contacted during PY 2017-18 was over a thousand less than the prior

year. This significant decline of agricultural workers was caused by multiple factors mainly

associated with the impact of Hurricane Maria: The road conditions in most of Puerto Rico made

it extremely difficult to access the areas where the MSFWs work and gather; many agricultural

employers ceased operations or reduced their labor force for several months while working on

the recovery of their farms; many MSFWs left the island temporarily to live with family

members in US mainland while waiting for the electricity and water services to be restored and

many more relocated permanently.

During PY 2018-19, a total of 2,689 MSFWs were contacted, a little over 600 more than the prior

year. Although by the end of 2018, most of the territory have recovered their basic utility

services, the roads remain in extremely poor conditions and many farmers have been unable to

return to full operations due to the slow processing of insurances and their lack of resources to

replace what was lost. The three Outreach workers remained assigned to the same significant

local offices and budget constraints prevented PRDOLHR from moving forward with the hiring

of additional staff. However, it is our commitment to continue reinforcing the Outreach Program

to comply with regulations as required by 20 CFR 653.107 and expand the Outreach service

activities through eight (8) career centers to cover a larger area within the agricultural

community. Authorization to cover those vacancies will be evaluated in a case-by-case basis.

If the economic crisis prevails and WP funds continue to be reduced as in previous years, the

provision of services to MSFWs and agricultural employers could be adversely affected.

Notwithstanding the above, efforts will be made to hire and designate Outreach workers for all

significant offices to provide the whole range of service to MSFWs.

The PRDOLHR is committed to continue providing the same service level to MSFWs as to all

other job seekers and monitoring the equity and minimum service performance indicators to

measure the effectiveness of the MSFW Program by WP staff.

Furthermore, the present AOP will be subject to future modifications in order to allow for the

SMA to complete the devised work schedule, properly review the program and submit a

complete and updated plan with the benefit of receiving input from interested parties.

E. STATE MONITOR ADVOCATE

The PRDOLHR SMA was directly involved in the development of the plan and approved the plan

as drafted.

WAGNER-PEYSER ASSURANCES


1. The Wagner-Peyser Act Employment Service is co-located with one-stop centers or a

plan and timeline has been developed to comply with this requirement within a

reasonable amount of time (sec 121(e)(3));

Yes


2. If the State has significant MSFW one-stop centers, the State agency is complying with

the requirements under 20 CFR 653.111, State Workforce Agency staffing

requirements;

Yes

3. If a State Workforce Development Board, department, or agency administers State

laws for vocational rehabilitation of persons with disabilities, that board, department,

or agency cooperates with the agency that administers Wagner-Peyser Act services,

Adult and Dislocated Worker programs and Youth Programs under Title I; and

Yes

4. SWA officials:

1) Initiate the discontinuation of services;

2) Make the determination that services need to be discontinued;

3) Make the determination to reinstate services after the services have been

discontinued;

4) Approve corrective action plans;

5) Approve the removal of an employer’s clearance orders from interstate or

intrastate clearance if the employer was granted conditional access to ARS and did not

come into compliance within 5 calendar days;

6) Enter into agreements with State and Federal enforcement agencies for

enforcement-agency staff to conduct field checks on the SWAs’ behalf (if the SWA so

chooses); and

7) Decide whether to consent to the withdrawal of complaints if a party who

requested a hearing wishes to withdraw its request for hearing in writing before the

hearing.

Yes

WAGNER PEYSER PROGRAM PERFORMANCE INDICATORS


Expected Level

PY 2020

Negotiated Level

PY 2021

Expected Level

PY 2021

Negotiated Level

Employment (Second

Quarter After Exit)

59.5 59.5 59.5 59.5

Employment (Fourth

Quarter After Exit)

59.5 59.5 59.5 59.5


Quarter After Exit)

$5,300 $5,300 $5,300 $5,300


Rate

Not Applicable Not Applicable Not Applicable Not Applicable

Measurable Skill Gains Not Applicable Not Applicable Not Applicable Not Applicable


Employers


1


State Plans.

PROGRAM-SPECIFIC REQUIREMENTS FOR ADULT EDUCATION AND FAMILY LITERACY

ACT PROGRAMS

A. ALIGNING OF CONTENT STANDARDS

The Department of Education of Puerto Rico (DEPR) is the eligible agency for adult education

and literacy programs and activities implementation under title II of WIOA, the Adult Education

and Family Literacy Act (AEFLA. The Assistant Secretary for Alternative Education-Adult

Education Program (AEP), State Director for Adult Education, is the implementation unit for

these programs.

During the 2020-2023 period the DEPR will focus on the revision and re-aligning of the State

education adopted standards and curriculum. The AEP will be part of this effort as it concerns to

adult education. The implementation of the curriculum in all Adult Education program centers

requires continuous faculty development efforts to assure teachers are thoroughly familiar with

the academic content standards requirements. Hired academic facilitators will provide technical

assistance in the implementation of the curriculum in all Adult Education program centers and

activities. The AEP Program centers directors and key staff will provide technical assistance to

program teachers in curriculum implementation. Adult Education program teachers will receive

specialized training on the standards, the indicators, and assessment activities of the

curriculum. They will provide emphasis on syllabus content, provided academic guidelines,

technology, computer literacy, workforce preparation and employability skills to facilitate

learning on adult participants.

The AEP will emphasize the importance in the life of people who have not completed high

school, need for English language learning and civic participation and the rights and

responsibilities of citizens. It is the purpose of AEFLA to assist immigrants and other

individuals who are English language learners to improve their reading, writing, and

comprehension skills in English and mathematics, as well as understanding the American

system of Government, individual freedom, and the responsibilities of citizenship. The

commitment of the Adult Education Program is focused on providing a structured, innovative,

flexible and contextualized curriculum, in addition to being dynamic and adaptable to changes

in the social system and the educational system in a contextualized environment.

The AEP will implement a workforce preparation curriculum, including career pathways

implementation, to provide the transferable skills needed by individuals to make them

“employable” to an employer, including Problem-solving, oral communication, adaptability,

collaboration, resource management, organizational skills, written communication and

technology use, as the leading skills. Also, it includes activities that promote critical thinking,

and build self-management skills, such as utilizing resources and information, understanding

systems, and working with others. This curriculum alignment is pending the State regular

curriculum update, in progress.

In the implementation of the aligned curriculum standards the AEP will provide training to the

teachers based on the following protocol:

1. The PEA has hired academic facilitators that are specialists in the subject that have been

enriching and tempering the AEP educational plans. These staff resources will provide

technical assistance to teachers in the program's curriculum, standards and indicators,

and proposed changes to update teaching for adult or disabled participants. They will

highlight the need to address and develop 21st century skills, digital literacy, and

employability and workforce preparation skills to achieve a transition to postsecondary

education level or to the workplace. Workplace skills, often called employability skills,

are the basic skills a person must have to succeed in any workplace. They are the

core knowledge skills and attitudes that allow workers to understand instructions, solve

problems and get along with co-workers and customers. The academic facilitators will

offer training workshops, coaching and mentoring by subject and individualized

technical assistance in each of the centers.

2. The Service Providers of each center will receive technical assistance related to all the

requirements of the AEP training activities to achieve a better academic performance

and greater preparation so that the adult participants can compete in postsecondary

levels and/or in the labor market, in the particular skills that each employer needs. They

will also receive technical assistance for teachers in the areas of need required.

3. All teachers of the Adult Program will receive specialized professional training related

to the standards and indicators of the Program, activities related to the development of

21st Century skills, important for competitiveness in the global labor market, STEM,

employability and workforce preparation skills and career pathways.

B. LOCAL ACTIVITIES

ADULT EDUCATION AND LITERACY ACTIVITIES (SECTION 203 OF WIOA)

Activities under adult education; literacy; workplace adult education and literacy activities

and family literacy activities

The AEP will, using the considerations specified in section 231(e) of WIOA, fund each eligible

provider to establish or operate programs that provide any of the following adult education and

literacy activities identified in section 203 of WIOA, including programs that provide such

activities concurrently. The Plan will include the scope, content, and organization of these local

activities: Adult education; Literacy; Workplace adult education and literacy activities; Family

literacy activities; English language acquisition activities; Integrated English literacy and civics

education; Workforce preparation activities; and Integrated education and training that

provides adult education and literacy activities, concurrently and contextually with both,

workforce preparation activities, and workforce training for a specific occupation or

occupational cluster, and that are for the purpose of educational and career advancement.

After AEFLA grant is considered available, the AEP will conduct a full and open competition for

new grants activities. The grant application will address, at a minimum, the thirteen

considerations and requirements established in Title II. The competition will be open to all

eligible providers. All eligible providers will be required to submit evidence of demonstrated

effectiveness. To demonstrate effectiveness, applicants that have received Title II AEFLA funds

in the program years immediately preceding the competition will be evaluated based on their

performance against the state’s negotiated targets during those years. Applicants that did not

receive funds through the AEP will be required to provide data that show their past ability to

achieve success in comparable measures. For both groups, these measures include effectiveness

in helping students develop their academic skills.

The eligible individuals and providers

As administrative/fiscal agent, the program will ensure that service providers deliver services

to eligible individuals who have attained at least 16 years of age; are not enrolled or required to

be enrolled in a secondary school under the Puerto Rico law; lack basic skills; do not have a

secondary school diploma or its recognized equivalent; or are English language learners. All

activities funded under WIOA are authorized, approved and overseen by the Adult Education

program.

The following organizations will be eligible to apply for funding provided they have

demonstrated effectiveness and comply with the 13 considerations established by WIOA in

providing adult education and literacy services:

• a local education agency

• a community-based organization or faith-based organization

• a volunteer literacy organization

• an institution of higher education

• a public or private nonprofit agency

• a library

• a public housing authority

• a nonprofit institution that is not described in any of items A through G and has the ability to provide adult education and literacy activities to eligible individuals

• a consortium or coalition of the agencies, organizations, institutions, libraries, or

authorities described in any of items A through H; and

• a partnership between an employer and an entity described in any of items A through I.

An eligible provider must establish that it has demonstrated effectiveness through performance

data on its record of improving the skills of eligible individuals, particularly those who have low

levels of literacy in reading, writing, mathematics, English language acquisition, and other

subject areas relevant to the services provided in the state’s application for funds. An eligible

provider must also provide information regarding its outcomes for participants related to

employment, attainment of secondary school diploma or its recognized equivalent, and

transition to postsecondary education and training. (34 CFR §463.24)

There are two ways in which an eligible provider may meet the requirements:

1. An eligible provider that has been funded under Title II of the WIOA must provide NRS

performance data required under Section 116 of the WIOA to demonstrate past

effectiveness.

1. An eligible provider that has not been previously funded under Title II of WIOA must

provide performance data to demonstrate its past effectiveness in serving basic skills

deficient eligible individuals in all of the following areas: reading, writing, mathematics

and English language acquisition

The following outcomes will be used in determining demonstrated effectiveness of eligible

education service providers:

• Number of eligible individuals served who are basic skills deficient in reading, writing, math and English language skills

• Attainment of secondary diploma/equivalent

• Transition to postsecondary education and training

The following will not be considered eligible applicants:

Applicants that are not in compliance with the Civil Rights Act of 1964 or those applicants that

discriminate on the basis of nationality, origin, race, gender, religion, or handicap, sexual

orientation or gender identity, political or religious ideology, disability or physical or mental

disability, being a victim of domestic violence, sexual aggression or stalking.

As required by federal regulations, services providers will be prohibited from using federal

funds to supplant state or local dollars. All federal funding will be used to enhance learner’s

services, as outlined in this Plan. The Adult Education program will conduct competitions under

WIOA upon receiving guidance from the USDOE, Office of Career, Technical and Adult Education

(OCTAE). Awards to eligible providers will be made available through a Request for Proposal

(RFP) application process. To help ensure direct and equitable access to funds for adult literacy

and basic skills activities, RFP’s will be announced directly to providers and through regional

media. In addition, all providers will be considered for grants based on the same criteria. These

criteria are aligned with the requirements in this Plan and the thirteen(13) considerations required by WIOA federal legislation.

Providers grants distribution criteria

The PRDE's Adult Education program will use the following parameters to distribute funds to

approved applicants:

1. Not less than 82.5 percent of the grant funds will be used to award grants and contracts

under Section 231 and to carry out Section 225, of which not more than 20 percent of

such amount shall be available to carry out Section 225.

2. Shall not use more than 12.5 percent of the grant to carry out State Leadership activities

under Section 223.

3. Shall not use more than 5 percent of the grant funds, or $85,000, whichever is greater,

for administrative expenses of the eligible agency.

4. Every effort will be made to select at least one eligible provider for each local area of the

workforce system in Puerto Rico.

Providers grants will be distributed based on the ability to meet the following AEFLA's purposes

outlined in WIOA:

1. Assist adults to become literate and obtain the knowledge and skills necessary for

employment and economic self-sufficiency.

2. Assist adults who are parents or family members become a full partner in the in the

academic development of their children.

3. Promote transition from adult education to post-secondary education and training

through career pathways.

4. Assist adults in completing high school and hold a diploma o equivalent certificate.

5. Assist immigrants and English language learners improve reading, writing, math, and

comprehending the English language and acquire understanding of American

government, individual freedom, and responsibilities of citizenship.

How Applications will be reviewed for local plan alignment

For the purpose of alignment with the plans of the Local Workforce Development

Board, the applicants for funding will describe the alignment between their proposed services

and the local WDB plan to demonstrate to what extent the eligible provider aligns the proposed

activities and services with the objectives of the local plan for the activities and services. As

required by WIOA (34 CFR 463.21), the AEP will send proposals for funding to the

corresponding local WDB. If the delivery area of services proposed by the applicant includes

more than one local area of workforce development the AEP will send the proposals to each

area for comments and feedback.

The Adult Education Program (AEP) will perform the following process for assuring that the

eligible providers applications are aligned the local plan priorities. The AEP program as eligible

agency will submit all the grant applications to the appropriate Local Board for its review for

consistency with the local plan. The AEP will provide all Local Boards an appropriate timeframe

for comments. Also, the AEP will give the local board an opportunity to make recommendations

to promote alignment with the local plan. The recommendations will be analyzed and

incorporated whenever appropriate if demonstrate alignment with regional needs as identified

in the local workforce development plan; and serve individuals in the community who were

identified in such plan as most in need of adult education and literacy activities.

The use of multiyear competition

The AEP will use a multiyear competition process to award funding to eligible applicants. The

multiyear competition will be issue for four years periods and implemented under continuation

plans each one of the four years. If there is a natural disaster AEP will follow any guidance from

the U.S. Department of Education regarding competition schedules.

The AEP will use a process that ensures that all eligible providers have direct and equitable

access to apply and compete for AEFLA funds and that the same grant or contract

announcement and application process are used for all eligible providers.

In addition to the AEFLA list of 10 organization types that may be eligible providers under §

463.23 the AEP will allow “other organization types” to apply +with the purpose of

expanding the availability of eligible providers, as far as these “other” organizations meet

the AEFLA eligibility requirements.

The application materials will clearly address applicant eligibility, incorporate a method for

supplying required data on demonstrated effectiveness, and be transparent in how the AEP

intends to evaluate the information to determine application eligibility.

The use of the thirteen considerations Of WIOA in funding eligible providers

The PRDE's - AEP, will fund each eligible provider using the considerations specified in section

231(e) of WIOA, in order to establish or operate programs that provide any of the adult

education and literacy activities identified in section 203 of WIOA, including programs that

provide such activities concurrently. We summarize here the 13 Considerations of WIOA for

Funding to be enforced which are:

1.The degree to which the eligible provider would be responsive to:

(1) regional needs as identified in the local plan under WIOA, Section 108; and

(2) serving individuals in the community who were identified in such plan as most in need

of adult education and literacy activities, including individuals who:

(i) have low levels of literacy skills; or

(ii) are English language learners

1. The ability of the eligible provider to serve eligible individuals with disabilities,

including eligible individuals with learning disabilities

2. Past effectiveness of the eligible provider in improving the literacy of eligible

individuals, to meet State-adjusted levels of performance for the primary indicators of

performance described in WIOA Section 116, especially with respect to eligible

individuals who have low levels of literacy

3. The extent to which the eligible provider demonstrates alignment between proposed

activities and services and the strategy and goals of the local plan under WIOA, Section

108, as well as the activities and services of the one- stop partners

4. Whether the eligible provider’s program:

(1) is of enough intensity and quality, and based on the most rigorous research available so

that participants achieve substantial learning gains; and

(2) uses instructional practices that include the essential components of reading instruction

1. Whether the eligible provider’s activities, including reading, writing, speaking,

mathematics, and English language acquisition instruction delivered are based on the

best practices derived from the most rigorous research available and appropriate,

including scientifically valid research and effective educational practice

2. Whether the eligible provider’s activities effectively use technology, services, and

delivery systems, including distance education in a manner sufficient to increase the

amount and quality of learning and how such technology, services, and systems lead to

improved performance

3. Whether the eligible provider’s activities provide learning in context, including through

integrated education and training, so that an individual acquires the skills needed to

transition to and complete postsecondary education and training programs, obtain and

advance in employment leading to economic self-sufficiency, and to exercise the rights

and responsibilities of citizenship

4. Whether the eligible provider’s activities are delivered by well-trained instructors,

counselors, and administrators who meet any minimum qualifications established by

the State, where applicable, and who have access to high quality professional

development, including through electronic means

5. Whether the eligible provider’s activities coordinate with other available education,

training, and social service resources in the community, such as by establishing strong

links with elementary schools and secondary schools, postsecondary educational

institutions, institutions of higher education, local workforce investment boards, one-

stop centers, job training programs, and social service agencies, business, industry, labor

organizations, community-based organizations, non-profit organizations, and

intermediaries, for the development of career pathways

6. Whether the eligible provider’s activities offer flexible schedules and coordination with

Federal, State, and local support services (such as child care, transportation, mental health services, and career planning) that are necessary to enable individuals, including

individuals with disabilities or other special needs, to attend and complete programs;

7. Whether the eligible provider maintains a high-quality information management system

that has the capacity to report measurable participant outcomes (consistent with

Section 116) and to monitor program performance.

8. Whether the local areas in which the eligible provider is located have a demonstrated

need for additional English language acquisition programs and civics education

programs (Integrated English Literacy and Civics Education)

Productivity principles in service delivery by approved applicant activities

The PRDE's -AEP, will emphasize and encourage several principles in the service delivery to

participants by the approved applicants. These principles include:

1. The delivery of adult education and literacy activities, concurrently and contextually

with both, workforce preparation activities, and workforce training for a specific

occupation or occupational cluster.

2. Delivery of programs that provide to participants the contextualization of English

language acquisition with employability, workplace and financial literacy skills, as described in sec. 129(b)(2)(D) of WIOA, under the individual career services category.

3. Fostering the requirement of collaborative agreements and formal partnerships as part

of the service provider grant application. If an eligible provider do not have the financial

and staff resources to provide comprehensive instructional and support services on

their own, they must document how they will partner with other adult education

providers and partner agencies to fulfill the career pathways plan components and the

Thirteen Considerations of WIOA.

4. The delivery of services to adults who are English language learners fully implementing

Integrated English Literacy and Civics Education (IEL/CE) as described below: (1)

integration of civics engagement skills into career pathways and workforce preparation

activities, including professionals with degrees and credentials; (2) integration of

educational technology and hybrid learning (blended learning) models into civics

educational activities, including the use of technology and social media to increase

learner opportunities for responsible civic engagement; and (3) training and technical

assistance on research and evidence-based instructional strategies.

Eligible providers programs and activities should assist adults to become literate and obtain the

knowledge and skills necessary for employment and economic self-sufficiency; assist adults

who are parents or family members become a full partner in the education development of their

children; promote transition from adult education to post-secondary education and training

through career pathways; assist adults in completing high school and assist immigrants and

English language learners improve reading, writing, math, speaking and comprehend the

English language and acquire understanding of American government, individual freedom, and

responsibilities of citizenship.

Activities under Integrated education and training that provides adult education and

literacy activities, concurrently and contextually with both, workforce preparation

activities, and workforce training for a specific occupation or occupational cluster, and is for the purpose of educational and career advancement

Service providers will be required to develop integrated education and training that provides

adult education and literacy activities, concurrently and contextually with both workforce

preparation activities and workforce training for a specific occupation or occupational cluster.

1.Partnership with the Career and Technical Education area.

The AEP will foster partnerships with the Career and Technical Education (CTE) Assistant

Secretariat (Vocational Education Program) at the DEPR and the six technology institutes

administered by the CTE under the PRDE to implement integrated education and training

programs that provides adult education and literacy activities, concurrently and contextually

with both workforce preparation activities and workforce training for a specific occupation or

occupational cluster. The eligible approved providers participating in the program activities and

services will be encouraged to provide integrated education and training. The partnership with

the CTE will be for the provision of services to individual in the Correction system. The

partnership with the six technology institutes will be for the attainment of credentials to regular

the AEP regular clientele.

1. Partnership with public and not for profit private institutions to foster new

initiatives in integrated education and training

The program will foster a partnership with other core partners, including the Assistant

Secretariat for Training at the Puerto Rico Department of Labor and Human Resources and

other not for profit private institutions with the purpose of fostering projects and activities to

provide integrated education and training among qualified AEP participants.

1. Promote earning credentials

The AEP will promote earning credentials to increase the number of students who earn their

high school diploma and English learning or equivalent simultaneously with entry level industry

recognized certification/credentials. The industrial, service sectors and conglomerates to be

targeted will include manufacturing, health professions, technology and the hospitality industry.

Also, the AEP will promote partnerships with accredited post-secondary and higher education

institutions to design and implement programs aimed to credentials for the adult education

clientele, providing concurrent basic education and occupational training. The AEP will enter

partnerships with accredited post-secondary and higher education institutions to design and

implement programs aimed to credentials for the adult education clientele.

1. A pilot Project with (I-BEST) strategy for credentials

The AEP will initiate a pilot project with the (I-BEST) strategy, a model that boosts students’

literacy and work and college readiness skills, so students earn credentials, get living wage jobs,

and put their talents to work. This model challenges the traditional notion that students must

complete basic education before starting to earn credits in a job-training or academic program.

I-BEST pairs two instructors in the classroom — one to teach professional and technical or

credit—bearing academic content and the other to teach basic skills in areas of reading, math,

writing or English language. I-BEST programs develop skills in the contexts of specific jobs and

college programs, enabling students to move through college, earn credentials and get jobs

faster.

C. CORRECTIONS EDUCATION AND OTHER EDUCATION OF INSTITUTIONALIZED INDIVIDUALS

The PRDE's AEP will reserve no more than 20 percent of its Federal grant received under WIOA

to provide programs for corrections' education and education for other institutionalized

individuals as described in Section 225.

Additional areas targeted through this program are:

1. Increased basic skills to obtain a high school diploma

2. Readiness to transition successfully into the community and workforce

3. Adults with disabilities literacy and adult secondary education skills

4. Integration of digital literacy skills

5. English literacy courses

6. Education and development of workforce preparation skills through coordination with

vocational education

7. Use of the career pathway model for fostering a transition from correction facilities to

employment

8. Professional development for adult education teachers participating in correction

programs through innovative strategies which include the development of 21st Century

skills, STEM and employability skills in a contextualized environment.

Each eligible agency using funds provided under Programs for Corrections Education and Other

Institutionalized Individuals, to carry out a program for criminal offenders within a correctional institution, must give priority to serving individuals who are likely to leave the correctional

institution within 5 years of participation in the program. Section 225 (a) of WIOA states that

from funds made available under Section 221(a)(1) for a fiscal year, each eligible agency shall

carry out corrections education or education for other institutionalized individuals. The funds

shall be used for the cost of education programs for criminal offenders in correctional

institutions, other institutionalized individuals and for other individuals, including programs

for:

1. Adult education and literacy services

2. Special education as determined by the eligible agency

3. Secondary school credit

4. Integrated education and training

5. Career pathways

6. Concurrent enrollment

7. Peer tutoring

8. Transition to re-entry initiatives and other post-release services with the goal of

reducing recidivism.

Programs will be design and shared with the correctional institutions personnel and service

providers to support the access of incarcerated and formerly incarcerated individuals to life-

expanding career pathways opportunities that include approaches such as dual enrollment,

peer tutoring, and transition to re-entry services designed to facilitate post-release success and

reduce recidivism. Additional areas targeted through this program will be: increased basic

skills to obtain a high school diploma; readiness to transition successfully into the community

and workforce; adult literacy and adult secondary education skills; integration of digital literacy

skills; English literacy courses; education and development of workforce preparation skills

through coordination with vocational education; and the professional development of adult

education teachers through innovative strategies.

D. INTEGRATED ENGLISH LITERACY AND CIVICS EDUCATION PROGRAM

The State will fund, in accordance with the requirements of title II WIOA, an Integrated English

Literacy and Civics Education program and the Integration of literacy and English language

instruction with occupational skill training, including promoting linkages with employers. The

AEP will prepare a Request for Proposals (RFP) requesting eligible service providers to present

proposals for providing educational services under section 243 of WIOA for Integrated English

Literacy and Civics Education. The issue of the RFP will be promoted y disseminated in local

media, American Career Centers (One-Stop Centers) and DEPR Adult Education Centers among

other dissemination methods.

The Integrated English Literacy and Civics Education program under section 243(a) of WIOA

will be designed to prepare adults who are English language learners and to place such adults in

unsubsidized employment in in-demand industries and occupations that lead to economic self-

sufficiency. Section 243(a) establishes that the Secretary shall award grants to States, for

English literacy and civics education, in combination with integrated education and training activities. The AEP at the DEPR, as mandated by WIOA, Title II, will be integrating English

Literacy with Civics Education (IEL/Civics), basic education, workforce preparation skills and

credentials into an integrated approach to benefit English learners. Such services will include

instruction in literacy and English language acquisition and instruction on the rights and

responsibilities of citizenship and civic participation, with emphasis to those participants

engaged in the process of acquiring the American citizenship. IEL/Civics might include

workforce training. The teaching will integrate a comprehensive civic participation component

into English Literacy. IEL/Civics project will be focused on contextualized learning in which

language and literacy are developed through practical, immediately relevant, thematic units

around civics education that is integrated into the skill areas of English reading, writing and

speaking.

The IEL/Civics project will include the following activities as required by WIOA section 243:

1. Provide instruction in literacy and English language learning; civic participation and the

rights and responsibilities of citizens; and training for the workforce. The activities must

be provided in combination with integrated education and training activities.

2. Prepare adults who are English Language Learners (ELLs) for non-subsidized

employment in occupations or career pathways, which lead to economic self-sufficiency

3. Assisting English language learners to achieve proficiency in reading, writing, speaking

and comprehension.

4. Direct the adult to a high school diploma or its equivalent (Equivalency Exam).

5. Direct English language learners to enter postsecondary education or training.

6. Offer education for adults in combination with integrated education and training (IET).

The Integrated English Literacy and Civics Education program under section 243(a) of WIOA

will be designed to integrate the services with the local workforce development system,

particularly the American Job Centers (AJC) - (One Stop Centers), to carry out the activities of

the program. The AEP will establish a cross referrals strategy to recruit participants for the

program.

The Department of Education will take all necessary steps to implement an RFP process to

ensure priorities for the use of IEL/Civics funds aligned with the scope and federal

requirements governing IEL/Civics programming.

How the Integrated English Literacy and Civics Education programs will prepare adults for

unsubsidized employment

The AEP IELCE programs will include activities to prepare and foster the participants placement

into unsubsidized employment in in-demand industries and occupations that lead to economic

self-sufficiency in the local or regional labor market. The IELCE programs will include the

following:

1. Seeking employer engagement as an essential component through regional employer

committees to provide feedback and advice to the regional AEP education services

centers about regional needs.

2. A career pathways model focusing industry clusters in areas like health, tourism, hotels,

restaurants, and services to businesses.

3. IELCE program components in combination with IET that must include:

a. Co-enrolling participants in integrated education and training

b. Workforce Preparation and Workforce Training for a specific jobs opportunities,

in addition to literacy, English Language Acquisition, Civics Education and Adult

Education & Literacy. Workforce preparation activities must include activities, to

help the participant acquire a combination of critical thinking skills, digital

literacy skills, and self-management skills, including competencies in utilizing

resources, using information, working with others, understanding systems; skills

necessary for successful transition into and completion of postsecondary

education or training, or employment.

4. Emphasis in career industry credentials that lead to progress through career ladders

into the selected industry clusters to facilitate participants sense of career progress and

self-sufficiency.

E. STATE LEADERSHIP

1. DESCRIBE HOW THE STATE WILL USE THE FUNDS TO CARRY OUT THE REQUIRED STATE

LEADERSHIP ACTIVITIES UNDER SECTION 223 OF WIOA

Section 223 of WIOA mandates funds be used for four required activities and several

permissible activities and encourage collaboration to avoid duplication and maximize impact.

The DEPR- AEP will perform the four required activities under section 223, including:

1. Alignment of adult education and literacy activities with other core programs and one-

stop partners to implement strategies identified in the unified State plan, including

development of career pathways to provide access to employment and training services

for adult education participants.

2. Operate high quality professional development programs to improve adult education

instruction including incorporating essential components of reading instruction,

instruction related to specific needs of adult learners, instruction provided by

volunteers or other personnel and dissemination of information about models and

promising practices.

3. Provision of technical assistance to local providers receiving funds including the

development and dissemination of instructional and programmatic practices based on

best available research in reading, writing, speaking, mathematics, English language

acquisition, distance education, and staff training. Promoting the role of local providers

as one-stop partners and helping in use of technology including staff training and

improving efficiencies.

4. Monitoring and evaluation of the quality of and improvement in adult education and

dissemination of information about models and proven or promising practices within

the State

The DEPR- AEP will perform several of the permissible activities under section 223, including:

technology instruction investments, curriculum development, achieving performance objectives

and transition to postsecondary education. The PRDE's-AEP will work collaboratively with

other core programs and partner’s agencies to expand access to education, training and

employment opportunities for adults, people with disabilities and individuals facing barriers to employment, thus contributing to further our economic development. The AEP program will

provide resources and services through One-Stop Centers that include orientation for Adult

Education program opportunities, career pathways, transition resources, referral processes,

and other joint mechanisms developed through agency partnerships. The PRDE Adult

Education Program will develop the following activities under section 223 of WIOA:

The Alignment of adult education and literacy activities with other core programs and

one-stop partners to implement strategies identified in the unified State plan, including


for adult education participants

1. Collaboration with other core programs and partner’s agencies

The PRDE's AEP will work collaboratively with other core programs and partner’s agencies to

expand access to education, training and employment opportunities for adult learners. The AEP

will provide resources and services through American Job Centers (One-Stop Centers) including

orientation about program opportunities, career pathways, transition resources, referral

processes, and other joint mechanisms developed through agency partnerships. The Adult

Education Program have signed a memorandum of understanding, (MOU) with the 16 American

Job Centers (AJC) for collaboration and is, under the financial possibilities of the agency,

contributing to the infrastructure costs for the operations of the AJC. The AEP maintain a

regular employee staff member on each one of the 16 One-Stop Centers one day a week to

evaluate adult education potential participants y make referrals to the adult education service

providers approved by the AEP for services. These AEP employees make cross referrals

between the One-Stop centers and the AEP service providers.

2. Development of career pathways

The DEPR-AEP will update and expand the implementation of the Career Pathways system with

the following goals:

(a) Making use of the Career Pathways Plan as a strategic planning tool - that align and bridge

training, education, employment and supportive services at the local and state levels; partnering

with employers; and enabling individuals to move beyond adult basic education and succeed in

postsecondary education, earn industry recognized credentials, and advance along a career

path;

(b) integrating adult basic education and occupational skills training to enable individuals to

increase their educational learning gains and earn industry-recognized credentials while

completing basic skills training; and connecting the systems and structures that serve

individuals with lower skills through mechanisms such as effective contextualized programs

that result in increased mastery of basic skills and the attainment of credentials that are

relevant to employers.

The AEP is aware of the existing gap between the labor force skills and the needs of employers

in many high-growth industries, including healthcare, technology, tourism and manufacturing.

This gap creates structural unemployment while well-paying jobs go unfilled and, many low-

skilled adults are trapped in low-wage jobs with little opportunity for career advancement. The

career pathways model aims to address the economy’s vital need for skilled workers while

offering low-wage workers the opportunity to obtain education and training they need to

succeed in the labor market. To achieve these goals, the career pathways approach offers low-

skilled adults well-articulated training and employment ladders targeted to locally in-demand

jobs combined with supportive services. This approach presupposes that post-secondary

education and training should be organized as a series of manageable steps leading to

successively better credentials and employment opportunities in growing occupations. Each

step is designed to prepare participants for the next level of employment and education and

provide a credential with labor market value.

The AEP career pathways model will include partnerships with providers, including

community-based organizations, community and technical colleges, human services and

workforce agencies, and employers. The model will be designed to allow entries, exits, and re-

entries, depending on skill levels and prior training, employment prospects, and changing

personal situations. The model will have the following main components:

a.Basic and occupational skills instruction delivered concurrently to support accelerated entry

into college-level occupational training programs and credentials for those participants with

skill levels too low to meet entry requirements.

b.Instructors overlap, integrated basic skills and occupational training instruction, allowing

participants to build knowledge about the industry while increasing their basic skills.

c.Participants will be exposed to work environments through a diversity of instructional tools

including labs, internships and shadow jobs (job exploration tours).

d.Academic and non-academic supportive services to help participants persist in their

programs: guidance and assistance to apply for available financial resources; access to standard

college support services such as tutoring; employment linkages to local industry and access to

college career centers.

3. Update the Implementation effort of the College and Career Readiness Standards (CCR

Standards):

The DE-AEP will also focus on the update of the system to assist in the transition from adult

education to postsecondary education, including linkages with postsecondary educational

institutions or institutions of higher education. In addition to the update of career pathways and

partnerships, the DEPR-AEP will focus on update of the College and Career Readiness

Standards (CCR Standars)to link basic education for adults, postsecondary education, and the

world of work. At present time the DEPR-AEP has the curriculum aligned to the 2007 Standards.

The standards require the implementation of the critical skills and knowledge expected by

employers and required for success in workforce training, postsecondary education, and

employment. The College and Career Readiness Standards (CCR) for Adult Education presents a

set of college and career readiness standards that reflect the content most relevant to preparing

adult students for success in colleges, technical training programs and the transition to work.

The effort will promote, also, Also, English language acquisition and civics education. The

College and Career ready standards are designed to be relevant to the real world, allow students

to master more critical-thinking and unique problem-solving skills, and to reflect the

knowledge, skills and social foundations that our students need for success in both college and

work.

Operate high quality professional development programs to improve adult education


instruction related to specific needs of adult learners, instruction provided by volunteers

or other personnel and dissemination of information about models and promising

practices.

The DEPR-AEP is committed to develop high quality professional development activities, and support services which will help teachers/instructors better understand the career pathways

systems and expand their professional knowledge.

1. Professional development for career pathways update

Areas and themes related to the development and delivery of career pathways systems that

would help low-skilled adults’ transition into postsecondary education and employment or with

disabilities, include the following:

• Design of Contextualized Instruction, including the STEM approach.

• Integration of employability skills into the classroom.

• Integration of career pathways into the adult education program curriculum-

framework.

• Integration of career counseling and planning into adult education.

• Focusing participants on career pathways.

2. Provision of technical assistance to eligible providers of adult education and literacy activities

The plan for providing technical assistance to service providers will include:

• Technical assistance in the curriculum thematic areas.

• Academic supervision to offer mentoring and coaching in both contents and Andragogy

process.

• Training and technical assistance in the integration of digital literacy skills into all adult education and literacy activities.

• Training on the administration of pre and posttests standardized by the National Reporting System (NRS) and the descriptors of each level of functioning, used to

measure educational gain and training on the monitoring of achievements of the core

measures for the NRS.

3.Implementation of online professional development for teachers

The AEP will develop an online professional development program for adult education teachers.

There are several benefits for adult education in the efforts for professional development for

teachers: students have better learning outcomes and teachers learn better ways to teach,

develop better organization and planning skills and gain knowledge. Online professional

development ads flexibility for teachers. In an online class, teachers can work at their own pace,

as well as access classes any time of the day from any working technical location. Online

professional development provides an open schedule, great flexibility and can substantially

decrease stress for teachers and their students.

For teacher, physical classroom attendance requirements can cause scheduling conflicts and

challenges. Requiring teachers to come to a physical location or stay at school late at night can

cause significant challenges. When teachers are required to attend a physical location for

professional development, the cost can be significant for both teachers and the AEP. Online

courses are typically more affordable than in-person classes. Technology reduces the cost of

delivering professional development in various ways. Teachers can save money on gasoline,

clothes and books. The Department of Education can save money on renting space, printed

materials and furniture. Therefore, it is an excellent choice for both parties to consider online

professional development courses.

Provision of technical assistance to local providers receiving funds including the



acquisition, distance education, and staff training. Promoting the role of local providers


improving efficiencies

The DEPR-AEP will foster the development and implementation of technology applications,

translation technology, distance education, including professional development to support the

use of instructional technology. This activity will be performed in compliance with the criteria

number seven (7) of the 13 considerations of WIOA, that requires to consider “whether the

eligible provider’s activities effectively use technology, services, and delivery systems, including

distance education in a manner sufficient to increase the amount and quality of learning and

how such technology, services, and systems lead to improved performance”.

The DEPR-AEP will also, promote the implementation by service providers of the essential

components of reading instruction in the basic and secondary education activities, including

phonemic awareness; phonics; vocabulary development; reading fluency, including

oral reading skills; and reading comprehension strategies. Reading comprehension involves

three levels of understanding: literal meaning, inferential meaning, and evaluative meaning. To

achieve this objective the service providers will be required to implement several reading

strategies, including activating background knowledge. Better comprehension occurs when

students are engaged in activities that bridge their old knowledge with a new questioning and

analyzing text structure.

In consideration to this commitment the DEPR-AEP will develop and implement the following

activities:

1. Incorporation of Internet service technology into adult education classrooms

The DEPR-AEP will make efforts to incorporate Internet technology into adult education

classrooms. The internet has become a powerful tool for communication. It has revolutionized

communication, to the extent where we utilize the internet in everything we do. Internet

in education classrooms breaks down communication barriers, as its portability enhances

collaboration between students and teachers. Internet access is one of

the important technologies in education, it allows the adult education clientele to connect to the

internet technology without the wires. School Internet is about facilitating better education

through reliable, secure and supported wireless connectivity, which provides students and staff

with the ability to work and connect in all areas of the school campus, all the time. The Internet

technology facilitates, also, the learning through distance education.

2.Preparing and setting interactive classrooms in the instruction centers.

The AEP will invest funds in developing interactive classrooms with Smart boards, internet

access, learning platforms, online resources and learning materials libraries with the purpose

on enhancing learning. The interactive classroom fosters spontaneity and flexibility, allowing

teachers to draw and comment on a wide variety of Web resources. It allows teachers to save

time in the classroom, print if necessary, including any notes made during the lesson, reducing

duplication of effort and facilitating review. It can be used to carry out videoconferences,

attractive presentations, staff training, distance meetings, information sessions and group

discussions. Therefore, it is also an excellent information technology and telecommunications

(ICT) resource for the teacher professional development. Other benefits that teachers and students can find with the use of the interactive classroom is to have a tool that, in addition to

the contents of the book, presents a technological combination in an reflective, contextualized

and strategic way, which gives students the possibility of access to a critical and constructive

education, in which each one is the manager of their own change and pedagogical progress.

3.Provision of portable notebooks in classrooms

The AEP will equip with portable computers notebooks the adult education classrooms. Schools

across the country have experimented with providing students with a notebook to facilitate

learning. Providing students with notebooks for use in the classroom and at home, improve

learning in several subjects, including science, math, and English. Students receive more

feedback on their writing, edit and revise their work more often, draw on a wider range of

resources to write, and publish or share their work with others.

The benefits of using computer notebooks in the adult education classroom include:

• Fostering online collaboration with other students

• Providing curriculum support and additional information to students

• Promoting better organization: Notebooks help students keep track of their assignments

and utilize an online school calendar

• Allowing students to receive and view assignments online and submit their work via e-

mail rather than being required to print them

• Improving the review process: Teachers may edit student papers and return them

digitally to provide more detailed feedback

• Improving students’ computer literacy skills

• Making learning more interesting for technology-savvy students

4.Incorporating online public domain and subscription-based search platform in the interactive

classrooms

Adult education teachers and students will benefit from online search resources on public

domain. To help teachers make better use of their time and resources the AEP will research and

acquire online public domain search platform for the interactive classrooms with educational

content, most of which is created and shared by fellow teachers and educators. These resources

will provide ready-made lesson plans and study guides, practice exercises and other tools, to

enhance teaching/learning for the student and professional grow for the teacher. Also, the

interactive boards acquired will include a full search and education material data base to help

teachers and students in their learning process.

5.Development of a distance education program

The AEP will implement a distance education program to provide the necessary space to let

teachers boost the learning and skills gains on adult learners. The distance education strategy

will include two modalities:

• blended (hybrid) distance education.

• Full distance education in a long-range stage.

The distance education plan will let teachers develop supplemental activities and materials, fill

gaps and address skills as they become more familiar with the curriculum over time. The AEP

will promote the use of technology platforms for distance education. In an initial stage, a face to

face approach combined with working remote on assignments, in a blended model approach,

instructors will include both in-class and online instruction. The AEP will promote a full

distance education approach using technology platforms.

6. The provision of assistance to eligible providers in developing and implementing programs

that achieve the objectives and in measuring the progress of those programs in achieving such

objectives, including meeting the State adjusted levels of performance described in section

116(b)(3), to comply with the requirements of NRS.

The DEPR-AEP will provide technical assistance to approved service providers on how to

comply with measuring the progress of those programs in achieving such objectives, including

meeting the State adjusted levels of performance described in section 116(b)(3), regarding the

reporting requirements for NRS,. This reporting includes the total number of

participants served, and the total number of participants who exited each of the core programs

identified in sec. 116(b)(3) including disaggregated counts of those who participated in and

exited a core program, by: 1) Individuals with barriers to employment, 2) co-enrollment in any

of the programs in WIOA sec. 116(b)(3), 3) information on the performance levels achieved for

the primary indicators of performance for all of the core programs identified including

disaggregated levels for (i) Individuals with barriers to employment.

7. Technical assistance mentoring program for service providers

Design, develop and implement of a technical assistance mentoring program among service

providers to pair expert providers with providers that are emerging in their development of

career pathways and integrated education and training. Under these partnerships the service

providers with less resources and experience will receive the benefits of the more in-depth

knowledge of their partners. The service providers with more experience and effectiveness will

help the AEP as mentors in technical assistance for the less experienced providers. This effort

on collaborative networks will boost synergy on the servicing system for the AEP clientele.

Monitoring and evaluation of the quality and improvement in adult education and

dissemination of information about models and promising practices within the State

The AEP will perform ongoing data collection to support the design, implementation, and

evaluation of program activities, including: analysis of labor market data, which will help our

program identify local workforce needs and improve the program offering and career pathways

for the participants. The AEP will promote activities to improve adult education including

levering existing funding sources, expanding staff skills and capacity, using and sharing

administrative data, and leveraging and integrating of data.

WIOA legislation emphasize the importance of program monitoring. Monitoring ensure that

proper systems are followed and meet legal requirements. Monitoring includes onsite and

desktop monitoring systems, corrective-action procedures, follow-up procedures, and other

items. The reason for emphasizing monitoring is to help reduce possible audit exceptions,

sanctions, and unallowable costs that result in penalties and fund to be reimbursed to the

Federal government.

We aim to Improve the structure and delivery in the system to assist the unemployed adults in

achieving a family-sustaining wage while providing our employers with the skilled workers they

need to compete on the marketplace.

The AEP will lead efforts to identify and promote proven and promising strategies, practices

and initiatives for meeting the needs of employers, workers and job seekers, and identify and

disseminate information on proven and promising practices carried out in other local areas for

meeting such needs.

The AEP will foster and implement promising strategies for meeting the employment and skill

needs of workers and employers, such as the establishment of industry and sector partnerships,

that provide the skilled workforce needed by employers and that expand employment and

career advancement opportunities for workforce development system participants in in-

demand industry sectors or occupations.

2. DESCRIBE HOW THE STATE WILL USE THE FUNDS TO CARRY OUT PERMISSIBLE STATE

LEADERSHIP ACTIVITIES UNDER SECTION 223 OF WIOA, IF APPLICABLE

Section 223 of WIOA mandates funds be used for four required activities and several

permissible activities and encourage collaboration to avoid duplication and maximize impact.

The DEPR- AEP will perform the four required activities under section 223, including:

1. Alignment of adult education and literacy activities with other core programs and one-

stop partners to implement strategies identified in the unified State plan, including


for adult education participants.

2. Operate high quality professional development programs to improve adult education


instruction related to specific needs of adult learners, instruction provided by

volunteers or other personnel and dissemination of information about models and

promising practices.

3. Provision of technical assistance to local providers receiving funds including the



acquisition, distance education, and staff training. Promoting the role of local providers as one-stop partners and helping in use of technology including staff training and


4. Monitoring and evaluation of the quality of and improvement in adult education and

dissemination of information about models and proven or promising practices within

the State

The DEPR- AEP will perform several of the permissible activities under section 223, including:

technology instruction investments, curriculum development, achieving performance objectives

and transition to postsecondary education. The PRDE's-AEP will work collaboratively with

other core programs and partner’s agencies to expand access to education, training and

employment opportunities for adults, people with disabilities and individuals facing barriers to

employment, thus contributing to further our economic development. The AEP program will

provide resources and services through One-Stop Centers that include orientation for Adult

Education program opportunities, career pathways, transition resources, referral processes,

and other joint mechanisms developed through agency partnerships. The PRDE Adult

Education Program will develop the following activities under section 223 of WIOA:

The Alignment of adult education and literacy activities with other core programs and one-stop partners to implement strategies identified in the unified State plan, including


for adult education participants

1. Collaboration with other core programs and partner’s agencies

The PRDE's AEP will work collaboratively with other core programs and partner’s agencies to

expand access to education, training and employment opportunities for adult learners. The AEP

will provide resources and services through American Job Centers (One-Stop Centers) including

orientation about program opportunities, career pathways, transition resources, referral

processes, and other joint mechanisms developed through agency partnerships. The Adult

Education Program have signed a memorandum of understanding, (MOU) with the 16 American

Job Centers (AJC) for collaboration and is, under the financial possibilities of the agency,

contributing to the infrastructure costs for the operations of the AJC. The AEP maintain a

regular employee staff member on each one of the 16 One-Stop Centers one day a week to

evaluate adult education potential participants y make referrals to the adult education service

providers approved by the AEP for services. These AEP employees make cross referrals

between the One-Stop centers and the AEP service providers.

2. Development of career pathways

The DEPR-AEP will update and expand the implementation of the Career Pathways system with

the following goals:

(a) Making use of the Career Pathways Plan as a strategic planning tool - that align and bridge

training, education, employment and supportive services at the local and state levels; partnering

with employers; and enabling individuals to move beyond adult basic education and succeed in

postsecondary education, earn industry recognized credentials, and advance along a career

path;

(b) integrating adult basic education and occupational skills training to enable individuals to

increase their educational learning gains and earn industry-recognized credentials while

completing basic skills training; and connecting the systems and structures that serve

individuals with lower skills through mechanisms such as effective contextualized programs

that result in increased mastery of basic skills and the attainment of credentials that are

relevant to employers.

The AEP is aware of the existing gap between the labor force skills and the needs of employers

in many high-growth industries, including healthcare, technology, tourism and manufacturing.

This gap creates structural unemployment while well-paying jobs go unfilled and, many low-

skilled adults are trapped in low-wage jobs with little opportunity for career advancement. The

career pathways model aims to address the economy’s vital need for skilled workers while

offering low-wage workers the opportunity to obtain education and training they need to

succeed in the labor market. To achieve these goals, the career pathways approach offers low-

skilled adults well-articulated training and employment ladders targeted to locally in-demand

jobs combined with supportive services. This approach presupposes that post-secondary

education and training should be organized as a series of manageable steps leading to

successively better credentials and employment opportunities in growing occupations. Each

step is designed to prepare participants for the next level of employment and education and

provide a credential with labor market value.

The AEP career pathways model will include partnerships with providers, including

community-based organizations, community and technical colleges, human services and

workforce agencies, and employers. The model will be designed to allow entries, exits, and re-

entries, depending on skill levels and prior training, employment prospects, and changing

personal situations. The model will have the following main components:

a. Basic and occupational skills instruction delivered concurrently to support accelerated entry

into college-level occupational training programs and credentials for those participants with

skill levels too low to meet entry requirements.

b. Instructors overlap, integrated basic skills and occupational training instruction,

allowing participants to build knowledge about the industry while increasing their basic skills.

c.Participants will be exposed to work environments through a diversity of instructional tools

including labs, internships and shadow jobs (job exploration tours).

d.Academic and non-academic supportive services to help participants persist in their

programs: guidance and assistance to apply for available financial resources; access to standard

college support services such as tutoring; employment linkages to local industry and access to

college career centers.

3.Update the Implementation effort of the College and Career Readiness Standards (CCR

Standards):

The DE-AEP will also focus on the update of the system to assist in the transition from adult

education to postsecondary education, including linkages with postsecondary educational

institutions or institutions of higher education. In addition to the update of career pathways and

partnerships, the DEPR-AEP will focus on update of the College and Career Readiness Standards

(CCR Standards) to link basic education for adults, postsecondary education, and the world of

work. At present time the DEPR-AEP has the curriculum aligned to the 2007 Standards. The

standards require the implementation of the critical skills and knowledge expected by

employers and required for success in workforce training, postsecondary education, and

employment. The College and Career Readiness Standards (CCR) for Adult Education presents a

set of college and career readiness standards that reflect the content most relevant to preparing

adult students for success in colleges, technical training programs and the transition to work.

The effort will promote, also, Also, English language acquisition and civics education. The

College and Career ready standards are designed to be relevant to the real world, allow students

to master more critical-thinking and unique problem-solving skills, and to reflect the

knowledge, skills and social foundations that our students need for success in both college and

work.

Operate high quality professional development programs to improve adult education


instruction related to specific needs of adult learners, instruction provided by volunteers

or other personnel and dissemination of information about models and promising

practices.

The DEPR-AEP is committed to develop high quality professional development activities, and

support services which will help teachers/instructors better understand the career pathways

systems and expand their professional knowledge.

1. Professional development for career pathways update

Areas and themes related to the development and delivery of career pathways systems that

would help low-skilled adults’ transition into postsecondary education and employment or with

disabilities, include the following:

• Design of Contextualized Instruction, including the STEM approach.

• Integration of employability skills into the classroom.

• Integration of career pathways into the adult education program curriculum-

framework.

• Integration of career counseling and planning into adult education.

• Focusing participants on career pathways.

1. Provision of technical assistance to eligible providers of adult education and literacy

activities

The plan for providing technical assistance to service providers will include:

• Technical assistance in the curriculum thematic areas.

• Academic supervision to offer mentoring and coaching in both contents and Andragogy

process.

• Training and technical assistance in the integration of digital literacy skills into all adult

education and literacy activities.

• Training on the administration of pre and posttests standardized by the National Reporting System (NRS) and the descriptors of each level of functioning, used to

measure educational gain and training on the monitoring of achievements of the core

measures for the NRS.

1. Implementation of online professional development for teachers

The AEP will develop an online professional development program for adult education teachers.

There are several benefits for adult education in the efforts for professional development for

teachers: students have better learning outcomes and teachers learn better ways to teach,

develop better organization and planning skills and gain knowledge. Online professional

development ads flexibility for teachers. In an online class, teachers can work at their own pace,

as well as access classes any time of the day from any working technical location. Online

professional development provides an open schedule, great flexibility and can substantially

decrease stress for teachers and their students.

For teacher, physical classroom attendance requirements can cause scheduling conflicts and

challenges. Requiring teachers to come to a physical location or stay at school late at night can

cause significant challenges. When teachers are required to attend a physical location for

professional development, the cost can be significant for both teachers and the AEP. Online

courses are typically more affordable than in-person classes. Technology reduces the cost of

delivering professional development in various ways. Teachers can save money on gasoline,

clothes and books. The Department of Education can save money on renting space, printed

materials and furniture. Therefore, it is an excellent choice for both parties to consider online

professional development courses.

Provision of technical assistance to local providers receiving funds including the


best available research in reading, writing, speaking, mathematics, English language acquisition, distance education, and staff training. Promoting the role of local providers



The DEPR-AEP will foster the development and implementation of technology applications,

translation technology, distance education, including professional development to support the

use of instructional technology. This activity will be performed in compliance with the criteria

number seven (7) of the 13 considerations of WIOA, that requires to consider “whether the

eligible provider’s activities effectively use technology, services, and delivery systems, including

distance education in a manner sufficient to increase the amount and quality of learning and

how such technology, services, and systems lead to improved performance”.

The DEPR-AEP will also, promote the implementation by service providers of the essential

components of reading instruction in the basic and secondary education activities, including

phonemic awareness; phonics; vocabulary development; reading fluency, including

oral reading skills; and reading comprehension strategies. Reading comprehension involves

three levels of understanding: literal meaning, inferential meaning, and evaluative meaning. To

achieve this objective the service providers will be required to implement several reading

strategies, including activating background knowledge. Better comprehension occurs when

students are engaged in activities that bridge their old knowledge with a new questioning and

analyzing text structure.

In consideration to this commitment the DEPR-AEP will develop and implement the following

activities:

1. Incorporation of Internet service technology into adult education classrooms

The DEPR-AEP will make efforts to incorporate Internet technology into adult education

classrooms. The internet has become a powerful tool for communication. It has revolutionized

communication, to the extent where we utilize the internet in everything we do. Internet

in education classrooms breaks down communication barriers, as its portability enhances

collaboration between students and teachers. Internet access is one of

the important technologies in education, it allows the adult education clientele to connect to the

internet technology without the wires. School Internet is about facilitating better education

through reliable, secure and supported wireless connectivity, which provides students and staff

with the ability to work and connect in all areas of the school campus, all the time. The Internet

technology facilitates, also, the learning through distance education.

1. Preparing and setting interactive classrooms in the instruction centers.

The AEP will invest funds in developing interactive classrooms with Smart boards, internet

access, learning platforms, online resources and learning materials libraries with the purpose

on enhancing learning. The interactive classroom fosters spontaneity and flexibility, allowing

teachers to draw and comment on a wide variety of Web resources. It allows teachers to save

time in the classroom, print if necessary, including any notes made during the lesson, reducing

duplication of effort and facilitating review. It can be used to carry out videoconferences,

attractive presentations, staff training, distance meetings, information sessions and group

discussions. Therefore, it is also an excellent information technology and telecommunications

(ICT) resource for the teacher professional development. Other benefits that teachers and

students can find with the use of the interactive classroom is to have a tool that, in addition to

the contents of the book, presents a technological combination in an reflective, contextualized

and strategic way, which gives students the possibility of access to a critical and constructive

education, in which each one is the manager of their own change and pedagogical progress.

1. Provision of portable notebooks in classrooms

The AEP will equip with portable computers notebooks the adult education classrooms. Schools

across the country have experimented with providing students with a notebook to facilitate

learning. Providing students with notebooks for use in the classroom and at home, improve

learning in several subjects, including science, math, and English. Students receive more

feedback on their writing, edit and revise their work more often, draw on a wider range of

resources to write, and publish or share their work with others.

The benefits of using computer notebooks in the adult education classroom include:

• Fostering online collaboration with other students

• Providing curriculum support and additional information to students

• Promoting better organization: Notebooks help students keep track of their assignments

and utilize an online school calendar

• Allowing students to receive and view assignments online and submit their work via e-mail rather than being required to print them

• Improving the review process: Teachers may edit student papers and return them digitally to provide more detailed feedback

• Improving students’ computer literacy skills

• Making learning more interesting for technology-savvy students

1. Incorporating online public domain and subscription-based search platform in the

interactive classrooms

Adult education teachers and students will benefit from online search resources on public

domain. To help teachers make better use of their time and resources the AEP will research and

acquire online public domain search platform for the interactive classrooms with educational

content, most of which is created and shared by fellow teachers and educators. These resources

will provide ready-made lesson plans and study guides, practice exercises and other tools, to

enhance teaching/learning for the student and professional grow for the teacher. Also, the

interactive boards acquired will include a full search and education material data base to help

teachers and students in their learning process.

1. Development of a distance education program

The AEP will implement a distance education program to provide the necessary space to let

teachers boost the learning and skills gains on adult learners. The distance education strategy

will include two modalities:

• blended (hybrid) distance education.

• Full distance education in a long-range stage.

The distance education plan will let teachers develop supplemental activities and materials, fill

gaps and address skills as they become more familiar with the curriculum over time. The AEP

will promote the use of technology platforms for distance education. In an initial stage, a face to

face approach combined with working remote on assignments, in a blended model approach,

instructors will include both in-class and online instruction. In the long run, the AEP will

promote a full distance education approach using technology platforms.

1. The provision of assistance to eligible providers in developing and implementing

programs that achieve the objectives and in measuring the progress of those programs

in achieving such objectives, including meeting the State adjusted levels of performance

described in section 116(b)(3), to comply with the requirements of NRS.

The DEPR-AEP will provide technical assistance to approved service providers on how to

comply with measuring the progress of those programs in achieving such objectives, including

meeting the State adjusted levels of performance described in section 116(b)(3), regarding the

reporting requirements for NRS,. This reporting includes the total number of

participants served, and the total number of participants who exited each of the core programs

identified in sec. 116(b)(3) including disaggregated counts of those who participated in and

exited a core program, by: 1) Individuals with barriers to employment, 2) co-enrollment in any

of the programs in WIOA sec. 116(b)(3), 3) information on the performance levels achieved for

the primary indicators of performance for all of the core programs identified including

disaggregated levels for (i) Individuals with barriers to employment.

1. Technical assistance mentoring program for service providers

Design, develop and implement of a technical assistance mentoring program among service

providers to pair expert providers with providers that are emerging in their development of

career pathways and integrated education and training. Under these partnerships the service

providers with less resources and experience will receive the benefits of the more in-depth

knowledge of their partners. The service providers with more experience and effectiveness will

help the AEP as mentors in technical assistance for the less experienced providers. This effort

on collaborative networks will boost synergy on the servicing system for the AEP clientele.

Monitoring and evaluation of the quality and improvement in adult education and

dissemination of information about models and promising practices within the State.

The AEP will perform ongoing data collection to support the design, implementation, and

evaluation of program activities, including: analysis of labor market data, which will help our

program identify local workforce needs and improve the program offering and career pathways

for the participants. The AEP will promote activities to improve adult education including

levering existing funding sources, expanding staff skills and capacity, using and sharing

administrative data, and leveraging and integrating of data.

WIOA legislation emphasize the importance of program monitoring. Monitoring ensure that

proper systems are followed and meet legal requirements. Monitoring includes onsite and

desktop monitoring systems, corrective-action procedures, follow-up procedures, and other

items. The reason for emphasizing monitoring is to help reduce possible audit exceptions,

sanctions, and unallowable costs that result in penalties and fund to be reimbursed to the

Federal government.

We aim to Improve the structure and delivery in the system to assist the unemployed adults in

achieving a family-sustaining wage while providing our employers with the skilled workers they

need to compete on the marketplace.

The AEP will lead efforts to identify and promote proven and promising strategies, practices

and initiatives for meeting the needs of employers, workers and job seekers, and identify and

disseminate information on proven and promising practices carried out in other local areas for

meeting such needs.

The AEP will foster and implement promising strategies for meeting the employment and skill

needs of workers and employers, such as the establishment of industry and sector partnerships,

that provide the skilled workforce needed by employers and that expand employment and

career advancement opportunities for workforce development system participants in in-

demand industry sectors or occupations.

F. ASSESSING QUALITY

Quality assessment

The DEPR-AEP will enforce the criteria number 3 of the 13 considerations of WIOA, regarding

the past effectiveness of the eligible provider in improving the literacy of eligible individuals, to

meet State-adjusted levels of performance for the primary indicators of performance described

in WIOA Section 116, especially with respect to eligible individuals who have low levels of

literacy.

Also, all applications submitted for funding must comply with section 231 and the stipulations

of this Plan regarding submission of applications. In addition to those included in the

application, the applicants must also comply with the following requirements:

1. Submit clear and measurable goals and objectives that promote higher student

achievement and performance. Their performance levels must meet those established at

the state level.

2. Demonstrate through measurable outcomes and performance measures, their past

effectiveness in helping participants attain higher literacy skills, especially at the lowest

levels of literacy.

3. Student performance, retention and promotion must be reported to the State, as might

be required, through its new student information system.

4. Must evidence that they are serving the most in need (low income and low literacy

students) through needs assessments and community analysis.

5. Programs must be of enough intensity and duration; therefore, must meet the

requirements established by the State for programs that assist participants in attaining a

high school diploma, or assist in the transition to postsecondary education and training

using career pathways. Enough intensity and duration must be evidenced by an

operational design that is appropriate to meet the established performance measures.

The integration of prioritized literacy-based workforce preparation skills and digital

literacy skills in the instruction delivered under content domains, will be strongly

encouraged for all programs.

6. Programs must be based on adult education practices that are supported by the most

rigorous or scientifically valid research available and the use of strategies that have

proven to be effective and documented through research, such as career pathways,

standard-based education and PRDE's adult education academic content standards.

7. Service providers must hold programs in a non-threatening environment where real life

and life-long learning skills are promoted. These strategies are critical for participants to

prepare productive and contributing members of the community for the global

economy.

8. Professional development for all adult education program personnel must meet high

quality standards established by the PRDE in terms of credit hours and intensity of

training. The PRDE supports adult educators in learning and applying practice that are

based on the most rigorous or scientifically valid research available.

9. Local service providers must demonstrate how they will implement memorandum of

understanding (MOU) with all appropriate agencies such as universities, training

programs, schools, employers and other government agencies to effectively coordinate

services for adults in their programs.

10. Local service providers must commit themselves to provide to the PRDE all required

data and comply with the Student Information System. This element is essential in

tracking students and assessing their performance. Local providers will be trained for

data collection and submission procedures and will be required to submit all required

data within the deadlines established by the Adult Education program.

11. Local service providers of English Literacy and Conversational English must

substantiate the need for these programs in the community, describe how their program

will effectively address participant’s needs and document program outcomes.

12. The Adult Education program will encourage service providers to offer programs in a

flexible schedule and with ample support services to enable adults to attend and

complete these programs. Workplace literacy providers will be required to offer flexible

schedules and locations that will accommodate the needs of working adults. The Adult

Education program promotes support services such as childcare and transportation,

among local service providers.

The local providers will be accountable for meeting and complying with standards of quality for

administration and instruction of Adult Basic Education activities. The effectiveness of

programs, services and activities of funding recipients will be assessed through the DEPR

Monitoring Division. The Division employs the following methods to assess programs and

evaluate program improvement: data reviews, monitoring visits, on-site program reviews and

self-assessment of program functions and performance. Any time a service provider is asked for

a corrective action plan to improve in a particular area, AEP personnel will provide technical

assistance and support to improve the quality of the adult education activities of the service

provider

How the AEP program will assess the quality of State Leadership activities for

professional development as described in section 223(a)(1)(B) of WIOA

Section 223(a)(1)(B) of WIOA (B) requires… “the establishment or operation of high quality

professional development programs to improve the instruction provided pursuant to local

activities required under section 231(b), including instruction incorporating the essential

components of reading instruction as such components relate to adults, instruction related to

the specific needs of adult learners, instruction provided by volunteers or by personnel of a

State or outlying area, and dissemination of information about models and promising practices

related to such programs”..

In designing professional development plan, the AEP will develop an assessment tool to access

the professional development activities implemented to determine the extent to which adult

service professionals have core competencies and skills relevant to their competency field. The

assessment tool will include a list of items to examine competencies relevant to core adult

participants activities elements.

The assessment will identify areas of strength, areas for improvement, and next steps for

planning. The assessment tool will inform the AEP about the quality of staff capacity and will

also serve as the baseline to evaluate outcome of the professional development plan.

The staff will rank how relevant they believe each competency is to their job responsibilities;

how knowledgeable or skilled they believe that they are on each competency; how much

training they have in each competency and other competencies.

Performance accountability

The performance accountability assesses the effectiveness of grantees in achieving continuous

improvement of adult education and literacy activities. The performance outcome measures

consist of the following core indicators:

1. The percentage of program participants who are in unsubsidized employment during

the second quarter after exit of the program

2. The percentage of program participants who are in unsubsidized employment during

the fourth quarter after exit of the program

3. The median earnings of program participants who are in unsubsidized employment

during the second quarter after exit from the program

4. The percentage of program participants who, during a program year, are in an education

or training program that leads to a recognized post-secondary credential or

employment and who are achieving measurable skills gains toward such a credential or

employment

5. The indicators of effectiveness in serving employers established pursuant to WIOA

6. Measurement of effectiveness of service providers in previous service delivery.

7. Review and consideration of the Local Workforce Boards comments on the service

providers proposal in terms of alignment with the regional plan of each concerned local

area.

Each fiscal year, the Adult Education program negotiates proposed target percentages for each

of the core indicators of performance with the USDOE, Office of Career, Technical and Adult

Education (OCTAE). Each local program is responsible for meeting or exceeding the negotiated

performance targets.

ADULT EDUCATION AND FAMILY LITERACY ACT PROGRAM CERTIFICATIONS


1. The plan is submitted by the State agency that is eligible to submit the plan; Yes

2. The State agency has authority under State law to perform the functions of the State

under the program;

Yes

3. The State legally may carry out each provision of the plan; Yes

4. All provisions of the plan are consistent with State law; Yes

5. A State officer, specified by title in the certification, has authority under State law to

receive, hold, and disburse Federal funds made available under the plan;

Yes

6. The State officer who is submitting the plan, specified by the title in the certification,

has authority to submit the plan;

Yes

7. The agency that is submitting the plan has adopted or otherwise formally approved

the plan; and

Yes

8. The plan is the basis for State operation and administration of the program; Yes

ADULT EDUCATION AND FAMILY LITERACY ACT PROGRAM ASSURANCES


1. The eligible agency will expend funds appropriated to carry out title II of the

Workforce Innovation and Opportunity Act (WIOA) only in a manner consistent with

fiscal requirements under section 241(a) of WIOA (regarding the supplement-not-

supplant requirement);

Yes

2. The eligible agency will ensure that there is at least one eligible provider serving each

local area, as defined in section 3(32) of WIOA;

Yes

3. The eligible agency will not use any funds made available under title II of WIOA for

the purpose of supporting or providing programs, services, or activities for individuals

who are not “eligible individuals” within the meaning of section 203(4) of WIOA, unless

it is providing programs, services or activities related to family literacy activities, as

defined in section 203(9) of WIOA;

Yes

4. Using funds made available under title II of WIOA to carry out a program for criminal

offenders within a correctional institution, the eligible agency will give priority to

serving individuals who are likely to leave the correctional institution within five years

of participation in the program.

Yes

5. The eligible agency agrees that in expending funds made available under Title II of

WIOA, the eligible agency will comply with sections 8301 through 8303 of the Buy

American Act (41 U.S.C. 8301-8303).

Yes

AUTHORIZING OR CERTIFYING REPRESENTATIVE

APPLICANT’S ORGANIZATION Enter information in this column

Applicant’s Organization Puerto Rico Department of

Education

PRINTED NAME AND TITLE OF AUTHORIZED

REPRESENTATIVE

Enter information in this column

First Name Eligio

Last Name Hernandez

Title Secretary

Email [email protected]

SECTION 427 OF THE GENERAL EDUCATION PROVISIONS ACT (GEPA)

Puerto Rico Adult Education Program (AEP) General Education Provisions Act (GEPA) Section

427 certification for the 2020-2023 WIOA-AEFLA unified plan

All program activities for the Adult Education Program (AEP) at the Puerto Rico Department of

Education will comply with Section 427 of the General Education Provisions Act (GEPA) that

outlines the six types of barriers that can impede equitable access or participation in program

activities including gender, race, national origin, color, disability, or age. AEP program activities

target adult students of different genders, races, national origins, colors, disabilities, and ages to

the fullest extent possible. No participant will be denied participation in program activities

based upon their gender, race, national origin, color, age, or any disability. The AEP State

Director will monitor program activities to ensure that equitable participation in program

activities is not limited due to gender, race, national origin, color, disability, or age. The AEP will

implement the following specific measures:

1. The Department of Education of Puerto Rico has an active Reasonable Accommodation

Policy which includes the policies and procedures that provide the necessary

accommodations for each person with disabilities in our school community.

Additionally, the Adult Education Program has complied with this in requirement in

eligibility consideration number 2. This section outlines the requirements put in place

by each educational provider to disclose their accommodation policy contemplating the

accommodation for disabled population including those with learning disabilities, as

established in Section 231(e)(2) of the WIOA which requires that each application of

funds, disclose how they will provide accommodations to the physical, mental, and

learning disabilities. These include students, teachers, and all other personnel included

in the educational provider school community. This requirement is taken into

consideration during the evaluation process of application submission process as

established and in compliance with Section 427 of the GEPA Law.

2. Create a systematic process that uses technology to level the playing field by providing

equity and access to all students while offering strategies using technology that impact a

broad range of students with diverse learning needs. Students will also have continual

access to learning resources, expertise and authoritative sources, online tutoring and

guided courses, information management and communication tools. In addition to

students will have access to digital learning resources with interactive technologies, and

relevant learning experiences from a blended delivery model using digital content and

teacher instruction. Blended learning methods will be utilized to meet the diverse

learning needs of students. Students will be empowered to take ownership of their

learning and develop self-directed goals to continuously document strengths, goals, and

progress towards college, career readiness and career pathways.

3. The AEP recognize that some low-income students and students in rural settings are

unable to access ABE instruction because they do not have transportation. The AEP will

provide students with the delivery of ABE instruction via technology to eliminate

distance and transportation barriers.

4. The AEP will build capacity for the transformation to a technology driven culture in

rural areas that advances access and enables teacher efficacy, and achievement and

engagement for all students.

5. In order to provide highly qualified teachers and rigorous instruction AEP will include a

transition to allowing students access to the most effective teachers via technology. We

will ensure that students have access to the most effective teachers while enhancing our

capacity of highly qualified teachers.

ADULT EDUCATION AND LITERACY PROGRAM PERFORMANCE INDICATORS


Expected Level

PY 2020

Negotiated Level

PY 2021

Expected Level

PY 2021

Negotiated Level

Employment (Second

Quarter After Exit)

10.0% 10.0% 10.0% 10.0%

Employment (Fourth

Quarter After Exit)

16.0% 16.7% 16.0% 16.7%


Quarter After Exit)

$3,250 $3,250 $3,250 $3,250


Rate

13.0% 13.6% 13.0% 13.6%



Employers


1


State Plans.

PROGRAM-SPECIFIC REQUIREMENTS FOR VOCATIONAL REHABILITATION

(COMBINED OR GENERAL)

A. INPUT OF STATE REHABILITATION COUNCIL

1. INPUT PROVIDED BY THE STATE REHABILITATION COUNCIL, INCLUDING INPUT AND

RECOMMENDATIONS ON THE VR SERVICES PORTION OF THE UNIFIED OR COMBINED STATE

PLAN, RECOMMENDATIONS FROM THE COUNCIL'S REPORT, THE REVIEW AND ANALYSIS OF

CONSUMER SATISFACTION, AND OTHER COUNCIL REPORTS THAT MAY HAVE BEEN

DEVELOPED AS PART OF THE COUNCIL’S FUNCTIONS;

The Puerto Rico State Rehabilitation Council presents the following recommendations to the

VRA, related to the VRA Portion Goals and Strategies in the 2020 Unified State Plan.

Goal 1

• Establish alliances with existing public and private entities that provide training, advice and resources for self-employment. For example: Guayacán, Colmena 66, Centro para

Puerto Rico, among others.

• Establish alliances with job placement entities to identify available positions and

consumers who could be potential candidates.

• As agreed, it is recommended that a written protocol will be established to share

communications for the provision of services, so that CER makes the corresponding

recommendations.

• Establish a frequently updated electronic database through the Internet to match

available job positions and qualified consumers.

• Amend the current regulatory communication related to the services of independent living centers, or publish a new one, to clarify how these can benefit the active

consumers of the VRA. In this way, increase referrals of consumers with significant

disabilities to independent living centers to strengthen their skills and achieve greater

job placement, employability and possible support in job retention

Goal 2:

• Strengthen the effective implementation of the protocols existing between the DE and

the ARV, including the coordination of the PEI review at any time of the year, to avoid

accumulation during certain months of the year; in this way, the participation of VRA

personnel can be increased.

• Guarantee the acquisition of pre-employment knowledge and skills of youth in transition, which are measured through the evaluation sheets at the end of each

workshop or activity.

• Continue to identify the island-wide number of students who can benefit from this service compared to people who have not been impacted.

Goal 3:

• Establish alliances with the regional employers' committees to identify the available positions and the consumers who could be potential candidates.

• Incentivize employers through public recognition for inclusive practices.

• Develop an online guide for employers that provides information on the benefits of VRA services and having an inclusive work environment, as well as applicable legislation.

Goal 4:

• Use the VRA website and social networks to educate parents, school personnel and other interested parties about VRA services.

• Proactively use the mass media for the dissemination of VRA services, for example FM radio stations and television programs at times with the largest audience.

• Establish a procedure for coordinating the participation of the CER in all outreach

activities sponsored by the VRA. The purpose of such participation is so that the general

public knows the role of the Council, the sectors represented and who can participate in the public meetings that the Council leads. Furthermore, the participation of the Council

in the activities would allow members to observe how the activities are carried out to

make recommendations, as established by federal law.

Goal 5:

• Digitalization of documents containing administrative, fiscal and programmatic

procedures in an accessible format so that they can be easily accessed through the web

by VRA personnel and the general public.

2. THE DESIGNATED STATE UNIT'S RESPONSE TO THE COUNCIL’S INPUT AND

RECOMMENDATIONS; AND

The VRA accepts PRSRC’s recommendations on VRA’s portion of the State Unified Plan and

places forth the following reactions:

Goal 1

During the 2017 and 2018 programs, the staff of the Support Centers and Employment

Modalities (CSEM) developed / participated in 80 activities in coordination with the

Department of Labor and Human Resources (DTRH), which facilitated knowing the new

employment trends and the types of employer. On the other hand, they continued to receive

various publications and / or journals from the DTRH Research and Statistics Division, some of

these were: Business Employment Dynamics, Industrial Composition by Municipality (published

quarterly); Covered Jobs and Wages. These publications and / or magazines allow CSEM staff to

continue developing workshops for consumers.

The Office of Support and Employment Modes (OSEM) received approximately 60 job offers

from various types of employers by email. Once received, he referred them to the CSEM to be

analyzed and identify potential consumers who could benefit from employment alternatives.

The Office of Rehabilitation Counseling Services (OSCRV) referred 182 job offers to OSEM.

• However, the recommendation on stablishing alliances with public and private entities as a Center for Puerto Rico, Guayacán y Colmena 66, will be analyzed to determine the

extent of these around the population we serve.

• Similarly, The Office of Support and Employment Modes (OSEM) are developing new strategies to establish alliances with job placement entities to identify available

positions.

• In relation to developing a protocol to share those communications for the provision of

services that require

• SRCPR input, it will be developed in common agreement.

• In terms of establishing a database to provide the available jobs for qualified consumers,

to VRA is the process of acquiring a new case management system and recommending

establishing an area for those purposes.

• The Normative Communication Number 2011-19 Management of referrals and request for services for the Independent Living Program, is in the process of revision to issue

new communication regarding the services of independent living centers, according to

WIOA.

Goal 2

The recommendations made by SCRPR on the strategies of goal 2 are accepted, however they

are contemplated in the interagency agreements that the VRA has established with the

Department of Education. See sections VI.VR(d)(1) and VI.VR(d)(2).

Goal 3

Regarding the recommendations related to strengthening the relationship with employers to

identify integrated competitive employment opportunities and career exploration, the Office of

Support and Employment Modes and the Support Centers and Employment Modes are

immersed in the development of strategies, active participation with employers and employers

committees and development of salary incentive contracts to increase employment

opportunities for consumers.

Goal 4

Regarding the recommendations made on maintaining the process of disclosure of the agencies

services, emphasizing the criteria for eligibility and service provision, the VRAPR has developed

strategies to maintain and improve the process of dissemination of services, emphasizing the

criteria of severity and the provision of rehabilitation services to people with disabilities, such

as guidelines the services that VRA offers to public and private agencies.

• Participation in service fairs in consortiums, boards and municipalities among others.

• The VRA participated in orientations in the different radio and television stations to promote the services of the agency.

• In terms of establishing a procedure for the participation of SRCPR in the activities of the VRA, the same will be developed in common agreement to determine the scope of

this.

Goal 5

The agency has document digitalization process for fiscal and programmatic administrative

process, some of these may not be accessible to all staff or the general public due to its

confidential nature and the guarantee the security of the systems, the VRA has a digitalization

are known as ARVI where employees can access manual communications and guides among

others.

3. THE DESIGNATED STATE UNIT’S EXPLANATIONS FOR REJECTING ANY OF THE COUNCIL’S

INPUT OR RECOMMENDATIONS.

Explanations are integrated in the previous section of the Designated State unit's response to the SRC's input and recommendations.

B. REQUEST FOR WAIVER OF STATEWIDENESS

1. A LOCAL PUBLIC AGENCY WILL PROVIDE THE NON-FEDERAL SHARE OF COSTS

ASSOCIATED WITH THE SERVICES TO BE PROVIDED IN ACCORDANCE WITH THE WAIVER

REQUEST;

Not applicable.

2. THE DESIGNATED STATE UNIT WILL APPROVE EACH PROPOSED SERVICE BEFORE IT IS

PUT INTO EFFECT; AND

Not applicable.

3. REQUIREMENTS OF THE VR SERVICES PORTION OF THE UNIFIED OR COMBINED STATE

PLAN WILL APPLY TO THE SERVICES APPROVED UNDER THE WAIVER.

Not applicable.

C. COOPERATIVE AGREEMENTS WITH AGENCIES NOT CARRYING OUT ACTIVITIES UNDER THE

STATEWIDE WORKFORCE DEVELOPMENT SYSTEM

1. FEDERAL, STATE, AND LOCAL AGENCIES AND PROGRAMS;

The PRVRA has collaborative agreements with the following agencies, corporations and

programs not carrying out activities under the Statewide Workforce Development System:

University of Puerto Rico

The PRVRA coordinates the placement in its own agency of internship as well as practicum

students of the Master’s Degree program in Rehabilitation Counseling. These students are a potential human resource to be recruited once their professional credentials are completed.

Also, the Graduate School of Rehabilitation Counseling carried out the Comprehensive

Assessment of Vocational Rehabilitation Needs during 2016-2017.

The PRVRA has VR counselors placed in the facilities of the Río Piedras and Mayagüez campuses

of the UPR for the provision of services to eligible students. The ARV also maintains a

collaborative agreement with the Humacao Campus and the Medical Sciences Campus of the

UPR so that Occupational Therapy students will carry out practices in the ARV.

State Insurance Fund Corporation

The PRVRA maintains a Contractual Agreement of Comprehensive Action for the Rehabilitation of

Injured Workers under the SIFC. Act 182-1951, as amended, authorizes the SIFC to invest in the

vocational rehabilitation of its beneficiaries who have disabilities for work. The PRVRA receives

an annual allocation of funds of $600,000, which is used to match federal funds.

Institute of Developmental Disabilities

The PRVRA maintains collaboration with and representation in the IDD in order to meet the

service needs of the population with developmental disabilities. It has participated in activities

aimed at the population with autism, which were coordinated by the IDD.

Caribbean Planning and Work Incentive Assistance Program

The PRVRA contains a public policy that those consumers who receive SSDI will be referred to

this program. The purpose of the referral is that these beneficiaries who are interested in

getting a job will be oriented as the impact that the salary will have on the disability benefits

they receive, the counseling service needed for benefits planning.

Department of Veterans Affairs

The PRVRA participates in activities and meetings coordinated by this agency, in order to offer

referred eligible veterans with disabilities access to the various services available to achieve

competitive employment.

State Independent Living Council (SILC)

The PRVRA, SILC and independent living centers promote collaborative actions with other

public or private organizations that offer services to the population with significant disabilities.

They also join efforts to increase the opportunities for community support services for such

population. The Normative Communication No. 2011-19 establishes the referral procedure to

the independent living centers of those disabled persons who are not eligible for services under

Title I, but who could benefit from services provided in such centers. The PRVRA allocates funds

to the SILC for its operations under the Innovation and Expansion Section.

Department of Health - Division of Services for People with Intellectual Disability

(DSPID)

The DSPID is based on a Community-Based Service Plan, whose main focus is the

deinstitutionalization of people with intellectual disabilities. The PRVRA offers orientation to

the staff of the DSPID and provides services to referred individuals who are eligible.

State Council on Developmental Disabilities

PRVRA supports and participate in activities related to services for people with developmental

disabilities. Also attends to assigned work committees.

Private IHE and Non-Profits

Carlos Albizu University. The PRVRA maintains a collaborative agreement with this university

for the practicum of psychology students in our facilities.

Bayamón Central University (UCB, by it's acronym in Spanish), and Catholic University of Puerto

Rico. The PRVRA maintains collaborative agreements with these universities for the placement

in our facilities of practicum and internship students of Master’s Degree in Rehabilitation

Counseling, Bachelor’s Degree in Rehabilitation, and Vocational Evaluation Certification (UCB).

Interamerican University, Ponce Campus. The PRVRA maintains collaborative agreements with

this university for the practicum of occupational therapy students in our facilities.

2. STATE PROGRAMS CARRIED OUT UNDER SECTION 4 OF THE ASSISTIVE TECHNOLOGY ACT

OF 1998;

The PRVRA has representation in the Advisory Council of the PRATP in order to exchange

professional knowledge and to continue referring consumers who could benefit from services

such as building and adaptation of equipment, among others.

The Assistive Technology Advisory Council of Puerto Rico (PRATP, by its acronym in Spanish) is

composed by members representing government agencies and people with disabilities

representing the public interest. PRVRA’s participation in that Council is mandatory. The main

function of the Council is to respond and represent people with disabilities for the

establishment, implementation and evaluation of the Program, in order to facilitate information,

availability and access to assistive technology (AT). The Director of the PRVRA’s Avaluation and

Adjustment Office is the agency’s representative at the Council. VRA’s participation consists in

attending meetings to:

• Provide information to facilitate changes or current processes improvement for AT service delivery to people with disabilities

• Facilitate coordination of VRA consumers in the AT Annual Needs Assessment

• Offer recommendations for plan development in order to address AT needs, plans

implementation and results evaluation

• Share with members of the Council information about training opportunities on AT topics (forums, symposiums, conferences, etc.)

• Share information about local and federal legislation regarding AT services

3. PROGRAMS CARRIED OUT BY THE UNDER SECRETARY FOR RURAL DEVELOPMENT OF THE

DEPARTMENT OF AGRICULTURE;

At the moment, the PRVRA is not using services, facilities or a program carried out by the Under

Secretary for Rural Development of the US Department of Agriculture.

4. NON-EDUCATIONAL AGENCIES SERVING OUT-OF-SCHOOL YOUTH; AND

WIOA promotes that vocational rehabilitation agencies reach groups and entities that provide

services to young people, including young people with disabilities, and makes direct reference

to programs such as Job Corps. For this purpose, the Vocational Rehabilitation Administration

(ARV) developed public policy to establish the referral process for the Job Corps Program.

This is a free education and vocational training program administered by the federal

Department of Labor, which provides services to at-risk youth between the ages of 16 and 24,

with the purpose of preparing them for employment. This is a process that facilitates the

exchange of referrals, orientations between programs, and the provision of services for those

young people who are eligible to ARV.

• PRVRA will refer to Job Corps out-of-school youth who might benefit from their services

(including training), and Job Corps will also refer individuals to PRVRA.

• PRVRA will send to JC reports about eligibility determination on those referrals.

• JC may provide information/training to VRA staff regarding services available at JC and any other topic identified or beneficial to both parties.

PRVRA and JC will provide services island wide, according to their resources.

5. STATE USE CONTRACTING PROGRAMS.

PRVRA is not utilizing services and facilities of agencies and programs with respect to state use

contracting programs.

D. COORDINATION WITH EDUCATION OFFICIALS

1. THE DESIGNATED STATE UNIT'S PLANS, POLICIES, AND PROCEDURES FOR COORDINATION

WITH EDUCATION OFFICIALS TO FACILITATE THE TRANSITION OF STUDENTS WITH

DISABILITIES FROM SCHOOL TO THE RECEIPT OF VR SERVICES, INCLUDING PRE-

EMPLOYMENT TRANSITION SERVICES, AS WELL AS PROCEDURES FOR THE TIMELY

DEVELOPMENT AND APPROVAL OF INDIVIDUALIZED PLANS FOR EMPLOYMENT FOR THE

STUDENTS

VRA has the responsibility to comply with the requirements of Chapter 34 of the Federal

Regulations Code (34CFR), Section 361.22, which states that the State Plan must contain plans,

policies and procedures for coordination between the Designated State Unit (VRA in Puerto

Rico) and the Department of Education (DE) to facilitate the transition of students with

disabilities from school to vocational rehabilitation services.

Similarly, the VRA has an interagency agreement as a result of the implementation of Law 51,

known as the Law on Integrated Educational Services for Persons with Disabilities, of June 7,

1996. This Law assigns responsibilities to various government agencies for the purpose to

provide services in a coordinated manner to people with disabilities.

The responsibilities assigned to the VRA by Law 51 are the following:

1. Evaluate, throughout the vocational rehabilitation counselor, the cases referred, in order

to determine their eligibility for services, as established by state and federal guidelines.

2. Implement and provide independent living and vocational rehabilitation services to

people with disabilities with the capacity to perform in some type of work, based on

state and federal legislation.

3. Design an Individualized Plan for Employment (PIPE), according to the needs of the

person with disabilities and in accordance with current regulations. This plan includes:

• Application of guides and programmatic procedures for the provision of services

• Beginning and ending date of services

• Employment outcomes (regular employment, supported employment, self-employment

or any other innovative option)

• Projected date for the achievement of the employment outcome

• Analysis to evidence the functional limitations of the consumer in relation to the employment outcome, outcomes of informed choice and the programmed services

• Recommended VR services which are necessary to achieve the selected employment outcomes

• Comparable services and benefits

• Costs of services

• Evidence of the financial participation negotiated between the VR counselor with the

consumer/family, as applicable

• Evaluative criteria

• Specific responsibilities of the PRVRA

• Responsibilities of the consumer/representative

• Coordination with educational agencies

• Signatures of the parties and dates when plan is developed and approved

• Evidence in the IPE of the participation of the consumer (his own words) regarding the

informed choice process, self-management, and other actions taken during his VR

process

1. Collaborate and participate in the drafting and implementation of the transition plan to

adult life, whenever appropriate.

2. Provide Pre-Employment Transition services to students with eligible or potentially

eligible disabilities.

The PRVRA recognizes the importance of the transition process in the youth with disabilities

and will maintain its commitment in that it is carried out in accordance with federal and state

regulations. The Agency is developing with the PRDE joint activities in order to strengthen the

provision of transition services in general, and especially the pre-employment services to those

youth with the most significant disabilities, .

The PRVRA has a formal agreement with the SEA and the local DOL regarding Transition

Services, which also includes responsibilities of both agencies related to the procedures for

exchanging documentation regarding WIOA Section 511, as follows:

-PRVRA’s Transition Analists will provide orientation to the local Department of Education staff

regarding their responsibilities for compliance with Section 511 requirements and completion

of an Orientation from VRA to DE Certification Form.

-Local DE has the following responsibilities:

1. During the next 30 days after completion of each Transition activity or service, DE will send to VRA a Certification of Transition Service, as established in Section 397.30 of the CFR and WIOA’s

Section 511.

2. Provide to the youth with disabilities evidence of transition services completion, among

others, within the next 30 days after each activity or service completion, in accordance with CFR

397.20 and WIOA Section 511.

2. INFORMATION ON THE FORMAL INTERAGENCY AGREEMENT WITH THE STATE

EDUCATIONAL AGENCY WITH RESPECT TO:

A. CONSULTATION AND TECHNICAL ASSISTANCE TO ASSIST EDUCATIONAL AGENCIES IN

PLANNING FOR THE TRANSITION OF STUDENTS WITH DISABILITIES FROM SCHOOL TO POST-

SCHOOL ACTIVITIES, INCLUDING VR SERVICES;

As mentioned in the previous section, in Puerto Rico Law 51 of June 7, 1996, as amended, the

VRA through its operational components and the Department of Education through its Associate

Secretariat of Special Education develop and implement a Transition program for young people

with disabilities from school to the world of work for students with disabilities.

The VRA and the Department of Education maintain constant communication and collaboration

with the purpose of developing new strategies for students with disabilities. Some of the

responsibilities of both agencies are the following:

A. Vocational Rehabilitation Administration:

1. The Vocational Rehabilitation Administration, in coordination with the Department of

Education, will provide Pre-employment Transition Services (PRE-ETS) to students with eligible

or potentially eligible disabilities. Pre-employment services for students in the transition

process are as follows:

a. Career Exploration Counseling

b. Learning experiences based on employment

c. Counseling on opportunities to enter transition programs or post-secondary education.

d. Training to develop social and independent living skills necessary to be ready for

employment and.

e. Instruction on self-intercessory

2. Vocational Rehabilitation Administration staff (Transition Counseling Services Analysts

who work Transition or Vocational Rehabilitation Counselors) may provide technical assistance

to Education Department personnel by sharing, in orientations or meetings, information that

contributes to such personnel have a better understanding about:

a. Medical and other aspects related to impediments.

b. Requirements to request services and eligibility criteria of the Vocational Rehabilitation

Administration.

c. How school personnel can assist the student in preparing to receive the services of the

Vocational Rehabilitation Administration.

d. Identification of transition needs, such as assistive technology, orientation training and

mobility; in other aspects.

e. The scope of pre-employment transition services and the requirements to benefit from

them under WIOA.

f. The analysts of the Vocational Rehabilitation Administration will guide on the

responsibilities of the Educational Agency compliance with Section 511 of WIOA in order to

complete the Personnel Orientation Certification form of the Department of Education by the

Vocational Rehabilitation Administration.

3. Offer guidance to parents and to students with disabilities, coordinated with the contact

person identified in each school, about the Vocational Rehabilitation Administration, application

process and scope of services to be provided to people with eligible disabilities, in addition to

transition services of pre-employment and the criteria to receive them. These orientations may

be offered in general orientation activities coordinated by the school, and in the meetings of the

Programming and Location Committee (COMPU), among others.

4. Evaluate through the Vocational Rehabilitation Counselor, the referred students to

determine their eligibility for services, as established by applicable federal and state laws and

regulations.

5. Inform in writing, to the official of the agency that refers the case, the criteria used to

determine that the student is or are not eligible to receive services from the Vocational

Rehabilitation Administration and the basis on which that determination has been made.

6. Collaborate and participate in the drafting and implementation of the transition services

established in the Individualized Educational Program (PEI) of the school to adulthood, every

time the person is cited or convened for that purpose. Such participation may be face-to-face, by

telephone (teleconference), virtual or any other permissible means.

7. Design an Individualized Plan for Employment (PIPE), according to the needs of the person

with disabilities eligible for the Vocational Rehabilitation Administration, on or before the

student leaves school.

8. Provide vocational rehabilitation services and other transition services necessary,

identified, and recommended in the Individualized Plan for Employment, for vocational

rehabilitation of the eligible student in the context of their employment goal.

9. Design and implement mechanisms for the collection of statistical data.

B. Responsibilities of the Department of Education:

1. Identify the population to be referred for evaluation of the Vocational Rehabilitation

Administration, according to the eligibility criteria established by the applicable laws and

regulations, through the procedure agreed by the agencies.

2. Any referral to the Vocational Rehabilitation Administration must include the following:

A. Student’s Social Security Number

B. Updated Psychological Medical Evidence

C. Academic History and Report Cards

D. Psychosocial History

E. Vocational Evaluation based on Law No. 263-2006

F. Copy of the Certification of Functional and Pre-Employment Academic Skills based on Law

53-2016.

G. Copy of the Individualized Educational Program (PEI)

H. Services Plan. Section 504 or others that apply

I. Any other document that applies

In the case of pre-employment transition services, the Department of Education will offer and

certify the following information:

a. Student’s Social Security Number

b. Date of birth

c. Age

d. Race

e. Ethnicity

f. School of origin and town

g. Town of residence of the student

h. Grade enlisted

i. If the student receives special education or Section 504 services

j. Any others that may apply

3. Coordinate and offer the provision of services considering the Transition Services

developed in the Individualized Educational Programs to ensure an effective transition of young

people with disabilities to post-school life.

4. Coordinate with the officials of the Vocational Rehabilitation Administration orientations

directed to parents, students and school staff related to the services available to students in the

process of transition to adult life.

5. Provide academic and vocational services to the population with disabilities, according to

applicable federal and state laws and regulations.

6. Collaborate with the Vocational Rehabilitation Administration in the objective of providing

placement and follow-up services to students with disabilities until they graduate from high

school, turn twenty-one (21) years of age or complete education services special.

7. Provide through their schools, the human resources for the development of the necessary

basic academic and occupational skills, according to the needs identified in the results of the

vocational evaluations and according to what is established in the Individualized Educational

Program (PEI).

8. Provide those related services, support and technological assistance required to achieve

the educational objectives of the student in the school environment or context.

9. Evaluate, together with the staff of the Administration of Vocational Rehabilitation, the

achievements in its implementation.

10. Notify the Vocational Rehabilitation Administration, fifteen (15) calendar days in advance,

when the participation of its officials in a COMPU meeting is required, for the development of

transition services in the PEI.

11. Identify alternative means of participation in COMPU meetings, such as teleconferences,

virtual and / or any other means that are permissible.

B. TRANSITION PLANNING BY PERSONNEL OF THE DESIGNATED STATE AGENCY AND

EDUCATIONAL AGENCY THAT FACILITATES THE DEVELOPMENT AND IMPLEMENTATION OF

THEIR INDIVIDUALIZED EDUCATION PROGRAMS;

Please refer to previous section.

C. ROLES AND RESPONSIBILITIES, INCLUDING FINANCIAL RESPONSIBILITIES, OF EACH

AGENCY, INCLUDING PROVISIONS FOR DETERMINING STATE LEAD AGENCIES AND

QUALIFIED PERSONNEL RESPONSIBLE FOR TRANSITION SERVICES;

Please, refer to section d.2.A

D. PROCEDURES FOR OUTREACH TO AND IDENTIFICATION OF STUDENTS WITH DISABILITIES

WHO NEED TRANSITION SERVICES.

1. Transition process for students with disabilities begins at schools through orientation

provided by the Transition Counselor (TC) of the VRA, to teachers, students with

disabilities and/or parents. As a result, meetings of the Placement and Programming

Committee (PPC) take place, and decisions are made about IPE recommendations. A

plan of action is developed and the TC may accept the referral of the student with

disabilities.

1. The PPC compiles medical information related to the student’s disability and functional

level at the time of the referral.

1. The TC sends those referrals to the Vocational Rehabilitation Counselors (VRC) at the

corresponding VRA regional office and coordinates VRC participation in PPC meetings of

eligible students with disabilities.

1. When existing information doesn’t describe the current functional level of the student,

the VRC will perform a preliminary evaluation and consult with the TC as to which

evaluations may be available through the Department of Education to complete the

evaluation process.

1. The VRC requests medical consultant’s opinion under the following situations:

• When advice is needed about functional limitations caused by the student’s physical or mental disability

• When clarification about medical aspects of disability is needed to facilitate VRC

decision making process and service planning. Eligibility determination is made by the

VRC.

1. Eligibility criteria will be applied considering physical and mental functional limitations,

functional capacity, vocational interests, skills, abilities, life experiences and others, identified through the evaluation stages for eligibility determination.

E. COOPERATIVE AGREEMENTS WITH PRIVATE NONPROFIT ORGANIZATIONS

Approval of Proposals:

In 2019, the ARV reviewed the guidelines for formalizing contractual agreements with private

non-profit organizations. These guides are intended to guide the proponent regarding the

principles and procedures for generating a service proposal. They offer an outline of how the

proposals will be presented and the order that will govern them. Likewise, they include the

documents that must be attached as part of the proposals submitted.

Currently, the ARV has the following guides:

• Proposal to offer services to ARV consumers under the Sustained Employment Modality

• Guide for the preparation of proposals to offer Pre-Employment Transition services (workshops / training / orientations)

• Guide for the preparation of proposals to offer Pre-Employment Transition services (fairs)

This contracting process begins with a Public Notice in written press, which establishes the

deadlines for the collection of the Proposal Guide in reference and the deadline for the delivery

of the proposal. Once both processes have passed, a Proposal Review Committee analyzes them

according to the guidelines, and based on the results, they make recommendations to the

Administrator, then beginning the hiring process.

In compliance with the established federal regulations, the ARV assigns responsibility to the

programmatic areas of the agency to carry out monitoring activities to those organizations

contracted for the purpose of verifying compliance, project development, services offered,

difficulties encountered, use of resources, beneficiary participation, among other matters.

The ARV is willing to establish collaborative agreements with other nonprofit organizations that

provide services to people with disabilities, with the purpose of receiving referrals and offering

training.

F. ARRANGEMENTS AND COOPERATIVE AGREEMENTS FOR THE PROVISION OF SUPPORTED

EMPLOYMENT SERVICES

1. In accordance with the above, the ARV has a process for contracting supported

employment services. These services are offered by Community Rehabilitation

Programs (CRP), which have to follow the process established by regulation for their

hiring.

• The hiring process begins with a Public Notice in written press, which establishes the

deadlines for the collection of the Proposal Guide to Offer Supported Employment

Services to the consumers of the Vocational Rehabilitation Administration and the date

for delivery of the proposals. Once both processes have passed, a Proposal Review

Committee analyzes them and, based on the results, makes recommendations to the

Administrator, then beginning the hiring process.

• The ARV through the Personnel of the Office of Support and Employment Modalities (OAME) will make two visits of Programmatic Monitoring during the term of the

contract. The preliminary monitoring will observe the progress the organization has

made, and the final monitoring will determine if the organization met the established

goal. In addition, both OAME staff and Support Analysts and Employment Modalities

provide technical assistance to CRPs, as necessary, throughout the service delivery

process.

1. The ARV continues to collaborate with other private nonprofit organizations to ensure

the availability of supported employment services and the development of extended

support services to consumers with more significant disabilities.The ARV will continue

hiring the CRPs for the provision of supported employment services. In addition,

Normative Communication No. 2018-01 was developed, which establishes the process

for the provision of extended support services to be offered by the CRPs. Also, continue

with the following activities:

• Offering technical assistance to employers, as required, to promote extended support

options through orientation activities to employees / coworkers interested in

collaborating with the process and identifying resources available in the workplace and

community.

• Collaboration with the community rehabilitation programs (PRC), if required, in efforts

to prepare and submit proposals for the provision of extended services to other sources

of available funds.

G. COORDINATION WITH EMPLOYERS

1. VR SERVICES; AND

The VRA continues to work with employers to identify opportunities for integrated competitive

employment and career exploration. For this purpose, it has Support Centers and Employment

Modalities (CSEM), whose staff is responsible for working with employers. They contact new

potential employers, as well as those who employ people with disabilities for the purpose of

promoting employment opportunities and making their facilities available for career evaluation

and exploration activities.

CSEMs also organize training activities for employers, through which their knowledge is

increased regarding the population with disabilities and the benefits of using them, among other

topics. Also, participate in job fairs, where information is provided on the services of the VRA

and qualified candidates are marketed.

2. TRANSITION SERVICES, INCLUDING PRE-EMPLOYMENT TRANSITION SERVICES, FOR

STUDENTS AND YOUTH WITH DISABILITIES.

In compliance with WIOA, the VRA has been carrying out activities aimed at offering pre-

employment transition and transition services aimed at helping students with disabilities to a

successful transition to post-secondary life, as well as individuals with disabilities that we serve.

Here are some of the activities carried out:

1. In June 2017, the agency developed a Collaboration Agreement between the Vocational

Rehabilitation Administration, Department of Labor and Human Resources and the

Department of Education of Puerto Rico to provide a Work-Based Learning Experience

for students with Disabilities in Process of Transition for post-secondary life. This

agreements still valid.

2. The PR SAM Sample (Puerto Rico Skills Assessment Module) was acquired. Acquired

tests will allow to offer career exploration services to students in transition between 14

and 21 years of age who receive or receive special education services or under Section

504 of the Rehabilitation Act of 1973, as amended. Students who are in school were

impacted like those in post-secondary education.

3. In June 2017, Cooperative Agreements were made with private employers to obtain real

work scenarios to carry out Work-Based Learning Experiences to students who are

possible candidates for vocational rehabilitation services and to those who are

applicants / consumers with disabilities Served by the agency. This agreements still

valid.

4. A Learning Experience was offered for 58 students with disabilities with 6 private

employers in the month of June 2017. (Duration 20 days).

5. In July 2017, Cooperative Agreements were made with Government Agencies, Public

Corporations and / or Municipalities to obtain real work scenarios to carry out Work-

Based Learning Experiences to students who are possible candidates to receive

vocational rehabilitation services and students who are applicants / consumers with

disabilities served by the agency. This agreements still valid.

6. In the month of July 2017, a Learning Experience was offered for 2,100 students with

disabilities in corporations and government agencies.

7. In August 2017, a Service Fair was held for 600 students with disabilities under the

category of Career Exploration Counseling.

8. Transition analysts are offering guidance to schools on pre-employment transition

services.

9. In November 2017, training contracts were made to offer pre-employment services in

the schools of the Department of Education (12 contracts).

10. In December 2017, four service fairs from 30 that were scheduled until September 30,

2018 were given. It is projected to serve over 10,000 students with disabilities from the

Department of Education and Section 504.

11. In January 2018, training for Pre-ETS services in different schools began, covering the

six regions of the VRA. 2,400 students with disabilities from the Department of

Education are expected to attend until September 30, 2018.

12. The VRA in Fiscal Year 2018 hired five (5) service providers resulting in the impact of

8,007 students with disabilities who participated in pre-employment transition service

fairs in which they had the opportunity to explore the career, obtain information of the

most demanded careers, academic offers, and about the qualities and skills that

employers look for. For Fiscal Year 2019, it hired eight (8) service providers that have

hit 4,342 students with disabilities between the ages of 14 and 21 inclusive. The totality

of the students impacted at the moment with these Fairs is: 12,349.

13. The VRA in Fiscal Year 2018 hired 11 service providers which resulted in the impact of

1,685 students with disabilities who participated in workshops and training to explore

the career, learn technological, social and independent living skills and to know their

rights to intercede for themselves. For Fiscal Year 2019, the number of contracted

service providers was four (4) so that students with disabilities from 14 to 21 years old

even explore the career by administering proof of vocational interests and providing

information on the labor market of Puerto Rico and the United States. At the moment

637 students have impacted. The totality of students with disabilities impacted with

these workshops so far is: 2,232.

14. Between June to August 2018, 2,992 students with disabilities participated in a Work-

Based Learning Experience in a real competitive and integrated work environment for

the development of pre-employment skills. These experiences were provided by 106

public and private employers in Maintenance Worker, Office Assistant, Domestic Animal

Care, Agricultural Worker and Painter Assistant occupations. For these purposes,

collaboration agreements were signed for the provision of this experience with effect

until 2020. As for Fiscal Year 2019, 262 students with disabilities have been impacted

with the Work Based Learning Experience in Municipalities and agencies of the

Government of Puerto Rico. The totality of students impacted so far is: 3,254.

15. Through the initiative to provide services to explore the career, 491 students with

disabilities in Fiscal Year 2018 were impacted by the Vocational Evaluators of the VRA

by administering tests of vocational interests and by the Rehabilitation Counseling

Services Analysts who provided information on the requirements of careers and the

labor market. For Fiscal Year 2019, 695 students with disabilities between 14 and 21

years of age have been impacted so far, including those with significant cognitive

impairments. The totality of the cases impacted with this project was: 1,186.

16. The VRA appointed in Fiscal Year 2019: 41 direct service professionals to applicants/

consumers with disabilities with salaries paid by federal funds, such as; Counselors in

Vocational Rehabilitation, Principal Counselor, Supervisor of Counseling in

Rehabilitation and of Assessment and Adjustment Centers fulfilling our ministerial duty

to continue maximizing services to the population.

17. In the Centers / Units of Assessment and Adjustment attached to the VRA,

preemployment services were provided in the social area and independent living,

impacting:

Fiscal Year Population Served Amount of services provided

2018 6,603 26,331

2019 2,561 8,673

Total 9,164 35,004

H. INTERAGENCY COOPERATION

1. THE STATE MEDICAID PLAN UNDER TITLE XIX OF THE SOCIAL SECURITY ACT;

The PRVRA established contact with the Director of the Policies/Procedures and Operations of

the Medicaid Program under the Department of Health, administering the Medicaid under Title

XIX of the Social Security Act. The Medicaid staff can provide VRA staff with information about

the program and also orientations to help them identify individuals with disabilities not

receiving services from Medicaid that may be potential beneficiaries. Receiving needed services

from Medicaid is a way to provide adequate conditions to benefit from the vocational

rehabilitation process to achieve competitive integrated employment. The parties are in the

development of a Collaborative Agreement.

2. THE STATE AGENCY RESPONSIBLE FOR PROVIDING SERVICES FOR INDIVIDUALS WITH

DEVELOPMENTAL DISABILITIES; AND

The PRVRA participates actively in the meetings of the State Council on Developmental

Disabilities (SCDD), as well in activities that promote employment opportunities for this

population. It also shared its employers’ list with the SCDD and PRVRA staff is available to

support their efforts in order to develop competitive integrated employment opportunities.

3. THE STATE AGENCY RESPONSIBLE FOR PROVIDING MENTAL HEALTH SERVICES.

This Advisory Council of Substance Abuse and Mental Health of Puerto Rico is composed of

government agencies, mental health patients and family members. It is supported by the

Substance Abuse and Mental Health Services Administration (ASSMCA, by its Spanish acronym).

This is the organization selected by the Health Insurance Administration of Puerto Rico to carry

out operational functions of the Health Plan and offer treatment for mental health conditions,

alcohol and drug abuse in the San Juan and Western regions. The PRVRA is a mandatory

member of this council and participates in the planning for the provision of these services.

PRVRA participates as a member of the Advisory Council of Substance Abuse and Mental Health

of Puerto Rico. The Council’s mission is to promote compliance with federal public law and the

public policy of the Commonwealth of Puerto Rico, in order to offer adequate mental health and

substance abuse services and promote a better quality of life for people and their families. The

Council’s objectives are to:

1. Participate in the writing and implementation of the Block Grant, in accordance with

Section 1915 (a) of the federal law.

2. Participate in the development of the State Plan for the Mental Health and Substance

Abuse Services Administration.

3. Review and evaluate adequacy and distribution of mental health and substance abuse

services in PR to identify service needs.

4. Advocate for people with mental health and substance abuse disabilities in PR, in order

to guarantee establishment of a high quality integrated service system.

Functions of each member, including PRVRA, are:

1. Attend meetings

2. Active participation in deliberation and vote processes

3. Staying informed and updated about interests issues for mental health and substance abuse

services improvements

4. Participate in activities and perform assigned tasks

5. Participate in the Council’s working groups.

Every situation regarding an applicant/consumer is managed with the corresponding member.

Annually, the PRVRA submits to the Council a report of mental health impairments attended in

the Agency. On the other hand, cases with mental health conditions may request PRVRA services as self-applicants or through "Atención Primaria de Salud" (APS, by its acronym in Spanish),

which are companies contracted by the Health Insurance Administration to offer mental health

and substance abuse services to beneficiaries of the Government Health Care Insurance.

The VR Counselor maintains contact with the APS social workers or case manager in order to

offer integrated services, including public health actions such as: diagnostic, prevention, and

occupational services by the VRA.

I. COMPREHENSIVE SYSTEM OF PERSONNEL DEVELOPMENT; DATA SYSTEM ON PERSONNEL

AND PERSONNEL DEVELOPMENT

1. SYSTEM ON PERSONNEL AND PERSONNEL DEVELOPMENT

A. QUALIFIED PERSONNEL NEEDS

I. THE NUMBER OF PERSONNEL WHO ARE EMPLOYED BY THE STATE AGENCY IN THE

PROVISION OF VR SERVICES IN RELATION TO THE NUMBER OF INDIVIDUALS SERVED,

BROKEN DOWN BY PERSONNEL CATEGORY;

The PRVRA institutional mission is the provision of vocational rehabilitation services aimed at

the successful integration of the people with disabilities to the country’s workforce and the

enjoyment of a more dependent life. With this purpose, the PRVRA has professionals committed

to the public service duty qualified to attend in an agile and responsive manner, vocational

rehabilitation and independent life needs of people with disabilities, with priority to those with

more significant disabilities.

In order to ensure that we have the best qualified and warmly trained staff to provide services

to people with disabilities, we offer professional development opportunities to our human

resources. Also, we take into consideration your needs and recommendations for the best

functioning of the agency.

1. Data System on Personnel and Personnel Development

As of September 30, 2019, the PRVRA had a payroll of 693 employees to serve 65% (38,660) of

the population projected to attend to (59,477) during 2020. In order to articulate the operation

of the agency in response to the needs of the population attended, the PRVRA requires

professional staff related to the rehabilitation field occupying different positions, as well as

other support and administrative staff. The support professionals also provide direct service to

the applicant/consumer; while the administrative ones contribute to the continuity of other

processes needed for the operation of the agency and the achievement of its programmatic

goals.

During FY 2018-2019, the PRVRA succeeded in attending a population of 60,404 in 154 work

zones for an average caseload of 392 cases.

BREAKDOWN COUNSELORS AND NEW WORK ZONES

Fiscal Year Total zones in the period New zones New VR counselors

2019 154 3 0

2018 151 0 0

2017 151 0 0

2016 151 0 0

2015 152 0 17

It is estimated that in one year the average caseload will be between 350-400 cases.

BREAKDOWN AVERAGE CASELOADS FOR CRV, 2015-2019

Fiscal Year Number of zones Active caseload Cases closed Population served Average caseload

2019 154 54,002 6,402 60,404 350

2018 151 53,753 6,306 60,249 256

2017 151 54,104 7,278 61,382 354

2016 151 53,436 8,292 61,728 340

2015 152 51,383 7,788 59,170 333

Source: PRVRA, 2019

The PRVRA is strengthening its work teams to provide agile and responsive services to the

needs of people with disabilities. At the moment, the agency has 130 VR counselors managing

cases. To provide other services needed in the rehabilitation process (assessment and

employment-related services, among others), the agency has 268 support staff.

A. Qualified Personnel Needs. Describe the development and maintenance of a system

for collecting and analyzing on an annual basis data on qualified personnel needs with

respect to:

1. the number of personnel who are employed by the State agency in the provision of VR

services in relation to the number of individuals served, broken down by personnel category;

The PRVRA’s institutional mission is to provide VR services aimed at the successful integration

of people with disabilities into the labor force and towards the enjoyment of a more

independent living. With that purpose, the agency has professionals committed with public

service, duly qualified to meet, in an agile and responsive way, the VR and independent living

needs of people with disabilities, with priority to the needs of those with the most significant

disabilities.

In order to ensure that we have the best qualified and fully trained personnel to provide

services to people with disabilities, we offer professional development opportunities to our

human resources. We also take into consideration their needs and recommendations for the

best performance of the agency.

The following section shows a breakdown of PRVRA staff, by category, vacancies and projected

employees who qualify for retirement over the next (5) years:

DESCRIPTION OF PRVRA STAFF

Staff category Total positions Current vacancies Projected vacancies (5 years)

Counseling staff 130 29 10

Support staff 268 115 30

Administrative staff 295 138 9

Other staff 0 0 0

TOTAL 693 283 49

Source: PRVRA, 2019.

II. THE NUMBER OF PERSONNEL CURRENTLY NEEDED BY THE STATE AGENCY TO PROVIDE

VR SERVICES, BROKEN DOWN BY PERSONNEL CATEGORY; AND

See section (i) 1.A.i

III. PROJECTIONS OF THE NUMBER OF PERSONNEL, BROKEN DOWN BY PERSONNEL

CATEGORY, WHO WILL BE NEEDED BY THE STATE AGENCY TO PROVIDE VR SERVICES IN 5

YEARS BASED ON PROJECTIONS OF THE NUMBER OF INDIVIDUALS TO BE SERVED,

INCLUDING INDIVIDUALS WITH SIGNIFICANT DISABILITIES, THE NUMBER OF PERSONNEL

EXPECTED TO RETIRE OR LEAVE THE FIELD, AND OTHER RELEVANT FACTORS.

Please, refer to section i.1.A.i.

B. PERSONNEL DEVELOPMENT

I. A LIST OF THE INSTITUTIONS OF HIGHER EDUCATION IN THE STATE THAT ARE PREPARING

VR PROFESSIONALS, BY TYPE OF PROGRAM;

Puerto Rico has various institutions of higher education that are preparing professionals in the

rehabilitation field. The PRVRA has agreements with three (3) universities that prepare

professionals in the rehabilitation counseling field. The purpose of such agreements is to

provide the students the opportunity to carry out their practicum in facilities of our agency. In

addition, the PRVRA recruits graduates from these institutions and others:

• University of Puerto Rico (UPR)- is the only public institution of higher education in the country. It has its main campus in Río Piedras with 10 off-campus sites throughout the

Island. The Graduate Program in Rehabilitation Counseling is at their Río Piedras

Campus

• UPR, Medical Sciences Campus, has the following programs: Occupational Therapy;

Physical Therapy; Master’s degree in Speech Pathology; and Nursing

• Pontifical Catholic University of Puerto Rico (Ponce) has the Graduate Program in

Rehabilitation Counseling

• Bayamón Central University has the following programs: Graduate Program in Rehabilitation Counseling; Bachelor’s degrees in Psychology; Bachelor’s degree in Social

Work; Vocational Rehabilitation Certification; and Visual Impairments Certification

II. THE NUMBER OF STUDENTS ENROLLED AT EACH OF THOSE INSTITUTIONS, BROKEN

DOWN BY TYPE OF PROGRAM; AND

University of Puerto Rico Recinto de Río Piedras: Graduate Program in Rehabilitation

Counseling: 111 enrolled students

University of Puerto Rico, Medical Sciences Campus: 430 enrolled students in the following

programs: Occupational Therapy (41); Physical Therapy (50); Master’s degree in Speech

Pathology (29); and Nursing (310)

Pontifical Catholic University of Puerto Rico: 73 enrolled students

Bayamón Central University: 212 enrolled students in the following programs: Graduate

Program in Rehabilitation Counseling (29); Bachelor’s degrees in Psychology (72); Bachelor’s

degree in Social Work (98); Vocational Rehabilitation Certification (12); and Visual Impairments

Certification (15).

III. THE NUMBER OF STUDENTS WHO GRADUATED DURING THE PRIOR YEAR FROM EACH OF

THOSE INSTITUTIONS WITH CERTIFICATION OR LICENSURE, OR WITH THE CREDENTIALS

FOR CERTIFICATION OR LICENSURE, BROKEN DOWN BY THE PERSONNEL CATEGORY FOR

WHICH THEY HAVE RECEIVED, OR HAVE THE CREDENTIALS TO RECEIVE, CERTIFICATION OR

LICENSURE.

University of Puerto Rico (UPR) - At the Río Piedras Campus, Graduate Program in

Rehabilitation Counseling 21 graduates. Staff category: Counseling

UPR, Medical Sciences Campus- 138 graduates in the following programs: Occupational Therapy

(13 graduates); Physical Therapy (0 graduates); Master’s degree in Speech Pathology (10

graduates); and Nursing (115 graduates). Staff category:Support

Pontifical Catholic University of Puerto Rico (Ponce)- 39 graduates in the Graduate Program in

Rehabilitation Counseling. Staff category: Counseling

Bayamón Central University- 51 graduates in the following programs: Graduate Program in

Rehabilitation Counseling (12 graduates);Bachelor’s degrees in Psychology (10 graduates);

Bachelor’s degree in Social Work (35 graduates); Vocational Rehabilitation Certification (13

graduates); and Visual Impairments Certification (3 graduates); Staff category: Counseling &

Support

2. PLAN FOR RECRUITMENT, PREPARATION AND RETENTION OF QUALIFIED PERSONNEL

The PRVRA, through the Office of Labor Affairs and Human Resources and its divisions, has the

responsibility of developing, updating and implementing a plan for the recruitment, preparation

and retention of qualified personnel to meet current and projected needs of staff. To comply

with such requirement, the agency will continue with the development of the following

procedures and activities:

• Identification and communication of needs concerning the recruitment, reclassification,

training or any other requirement related to human resources

• Analysis and development of strategies based on the needs concerning the recruitment,

reclassification, training or any other requirement related to human resources

• Realignment of personnel to fill vacant positions in the centers providing services to consumers (centers offering VR counseling services, assessment and adjustment,

support and employment modes). Although this strategy responds to the current public

policy of economic austerity, it also propitiates the development of employees while

taking care of the staff needs of the agency

• Offering of advice and support on issues concerning the best use of human resources, particularly those assigned to the provision of direct services to meet the needs of the

consumers

• Provision of advice and support on issues concerning the management of human

resources of the agency, maintaining a close coordination with the programmatic area of

the agency

• Planning and provision of human resources (involves the analysis; design;

establishment and elimination of positions; selection and recruitment; and the

implementation of a system of personnel evaluation)

• Maintenance of a human resources inventory that involves the classification of

positions, existing vacancies, identification of candidates for retirement and succession

planning. This information is analyzed on an annual basis to determine employment

patterns, positions that are hard to hire and number of employees with 25 or more

years of service

• Forecasting of human resources needs (within a period of 1 to 5 years), by number and type of employee, emphasizing on the personnel that offers direct services to people

with disabilities

• Provision of training and promotion of staff development

• Establishment of objectives and training activities to be offered to staff in order to comply with programmatic/administrative commitments of the agency

• Coordination of staff training activities with universities and other institutions

preparing professionals related to the rehabilitation field

• Maintenance of efforts to continue recruiting qualified staff with disabilities. The PRVRA

has VR counselors who have various disabilities. It also continues emphasizing on

compliance with Law 81, as amended, known as the Law of Equal Employment

Opportunity for Persons with Disabilities. As part of the evaluation of examination

requests, five (5) additional points are granted to anyone who shows evidence of having

some type of disabling condition

The PRVRA recruits without distinction of age, race, color, gender, social or national origin, and

social condition, political or religious beliefs. Our agency recruits based on qualifications of

applicant. The Puerto Rico PRVRA is the only Designated State Unit of the nation where more

than 99% of its population is minority (Hispanic and/or Spanish-speaking).

The PRVRA has agreements with three (3) universities that prepare professionals in the

rehabilitation counseling field. The purpose of such agreements is to provide the students the

opportunity to carry out their practicum in facilities of our agency. In addition, the PRVRA

recruits graduates from these institutions, particularly from the following: University of Puerto

Rico (UPR), Pontifical Catholic University of PR (Ponce), and Bayamón Central University,

among others. Training is provided to VR staff through: College of RC Professional of PR,

National Council of Rehabilitation Education (NCRE), American Deafness and Rehabilitation

Association, to name a few.

3. PERSONNEL STANDARDS

A. STANDARDS THAT ARE CONSISTENT WITH ANY NATIONAL OR STATE-APPROVED OR -

RECOGNIZED CERTIFICATION, LICENSING, REGISTRATION, OR OTHER COMPARABLE

REQUIREMENTS THAT APPLY TO THE PROFESSION OR DISCIPLINE IN WHICH SUCH

PERSONNEL ARE PROVIDING VR SERVICES; AND

In Puerto Rico, the rehabilitation counseling profession is regulated by Law 58 of May 7 of 1976,

as amended, known as the Regulatory Law of the Rehabilitation Counseling Profession in Puerto

Rico. This legislation establishes that in order to practice as a rehabilitation counselor, the

person must have a Master’s degree in Rehabilitation Counseling and a current state license

issued by the appropriate Board of Examiners. It is also required that the professional maintains

active his credentials and licenses in the Professional Registry of the Office of Regulation and

Certification of Health Professionals, be a member of the College of Rehabilitation Counseling

Professionals of Puerto Rico, and comply with hours of continuing education. The PRVRA

recruits personnel who meet these requirements in order to ensure the highest standards of the

rehabilitation counseling profession.

Similarly, certification or license is required as a condition for employment, benefits and wages

for: teachers, physical therapists, occupational therapists, speech/language pathologists, social

workers, and psychologists, among others.

B. THE ESTABLISHMENT AND MAINTENANCE OF EDUCATION AND EXPERIENCE

REQUIREMENTS, IN ACCORDANCE WITH SECTION 101(A)(7)(B)(II) OF THE REHABILITATION

ACT, TO ENSURE THAT THE PERSONNEL HAVE A 21ST CENTURY UNDERSTANDING OF THE

EVOLVING LABOR FORCE AND THE NEEDS OF INDIVIDUALS WITH DISABILITIES.

The PRVRA has developed the following strategies to maintain personnel standards consistent

with the highest state requirements applicable to a specific profession or discipline:

1. Annual review of certifications, licenses, and continuing education of specific

professions or disciplines

2. Continuation with the provision to staff of training necessary for the optimal

performance of their duties

3. Maintenance of an updated record on training and workshops, and education activities

among others, provided to the agency staff

4. Identification of retraining needs of the agency staff in order to strengthen the

performance of duties

5. Annual performance evaluation of the staff

The following is a list of professional associations related to the rehabilitation field available to

provide training to staff:

• College of Rehabilitation Counseling Professionals of Puerto Rico- (VR counselors)

• National Council of Rehabilitation Education (NCRE)- (educators in rehabilitation and

staff related to the training of rehabilitation professionals, among others)

• American Deafness and Rehabilitation Association (ADARA)- (staff related to services to the deaf)

• Association of Persons in Supported Employment (APSE)- (staff related to supported employment services, among others)

• National Council on Independent Living (NCIL)- (staff related to independent living services)

• California State University at Northridge (CSUN)- (VR professionals in assistive

technology)

• Rehabilitation Engineering and Assistive Technology Society of North America (RESNA)-

(VR professionals in assistive technology)

• College of Occupational Therapy Professionals of Puerto Rico- (occupational therapists

and occupational therapy assistants)

• College of Social Work Professionals of Puerto Rico- (social workers)

• Association of Employee Assistance Professionals of Puerto Rico- (central level staff of the Employee Assistance Program)

• Administration of Mental Health and Anti-Addiction Services (ASSMCA, in Spanish)- (staff of the Employee Assistance Program)

• Academy of Audiology of Puerto Rico- (audiologists)

• Puerto Rico Assistive Technology Program (PRATP)- (occupational therapists,

speech/language pathologists, and audiologists, among others)

• Puerto Rico Registry of Interpreters for the Deaf- (interpreters for the deaf)

• Puerto Rican Physiotherapy Association- (physical therapists and physical therapy assistants)

4. STAFF DEVELOPMENT

A. A SYSTEM OF STAFF DEVELOPMENT FOR PROFESSIONALS AND PARAPROFESSIONALS

WITHIN THE DESIGNATED STATE UNIT, PARTICULARLY WITH RESPECT TO ASSESSMENT,

VOCATIONAL COUNSELING, JOB PLACEMENT, AND REHABILITATION TECHNOLOGY,

INCLUDING TRAINING IMPLEMENTED IN COORDINATION WITH ENTITIES CARRYING OUT

STATE PROGRAMS UNDER SECTION 4 OF THE ASSISTIVE TECHNOLOGY ACT OF 1998; AND

As established in the Procedures Manual for the Training of All Staff of the Vocational

Rehabilitation Administration, the PRVRA promotes and emphasizes on the continuing

education of its employees. Therefore, it carries out the following activities to ensure having

qualified staff:

• Identification and communication of training needs

• Analysis and development of strategies based on training needs

• Design of training activities to address topics concerning administrative/programmatic

issues relevant to the VR program

• Planning of training activities as a result of the needs identified in the needs assessment study, monitoring reports and performance evaluations

The following is a breakdown of some of the training activities offered to the rehabilitation

counseling staff and other related professionals during 2018:

Topic Participant

s

Training for Transition Analysts on Pre-Employment Transition Services 12

Training on Compliance with Goals for Counseling Personnel 24

Training on the Impact of the WIOA Law (management staff) 12

Workforce Innovation Technical Assistance Center (WINTAC) Training 475

Training of Professionals of the Assessment and Adjustment Centers on:

• Pre-employment skills for students in the process of transition to adult life and the importance of the occupational match from the perspective of the

Counselor in Vocational Rehabilitation in planning occupational goals

`15

• VALPAR System Work Samples 18

Training on Normative Communication 2018-02: Procedure for the Use of Trial

Work Experiences (ETP); and Collaborative Agreement: Referral Form for

Transition Services Pre-employment

70

Guidance to professionals in the area of counseling in relation to compliance with

the Interagency Agreement of Services Provided to Injured Workers, between the

VRA and the State Insurance Fund Corporation

45

Training for CAA-UAA professionals: Characteristics and Functioning of the Person

with Autism, Intervention Strategies for the Evaluation Process and Skills

Development

51

Orientation in sign language on natural phenomena to sign language interpreters

of the VRA

4

Second Conference: Vocational Evaluation Symposium: Change Strategies 21

Guidance on the Unified State Plan and Strategic Plan for Management Personnel 26

The Office of Labor Affairs and Human Resources coordinated 160 training

activities for VRA personnel, some of the topics were:

• Disaster preparedness

• New trends and challenges in human resources management

• Second symposium of vocational evaluation

• Rapid response in situations of suicidal behavior

2,039

Topic Participant

s

• Inclusion and integration in society

• Conflict management social evolution

• Assertiveness and resilience in times of change

• Technological assistance in communication

• The agency's management staff was directed to Memorandum No. 11-2018 of the Office of Administration and Transformation of Human Resources of

the Government of Puerto Rico, related to the update of the Employee

Duties Sheet

T

otal:

2,812

Source: PRVRA, FY 2019

Trainings to the newly recruited VR counselors was broaden to cover in detail the following

aspects: services provision process and federal regulations; assessment and adjustment

services; support and employment mode services; productivity indicators; use of the

computerized system to provide services; data on the federal RSA-911 Report; fiscal and

budgetary aspects of the services provision process; independent living services; and the State

Plan. Each topic is presented by the staff of corresponding areas, which allows employees to

become familiar with the central office.

Assistive Technology Program (PRATP) established under Act No. 264 of 2000 known as the

"Act for the Puerto Rico’s Assistive Technology Program" as amended, has the responsibility to

promote changes in public and private systems for inclusion, independence and self-sufficiency

of people with disabilities through AT use. According to this mandate the PRATP keeps

collaborative agreements with government agencies. The PRVRA has maintained agreements

with PRATP to exchange resources, knowledge and experiences about AT topics.

PRVRA offered AT services at their six regions under the following categories: visual, hearing,

mobility, communication, independent living, cognitive, and computer access. Services are

offered by Occupational Therapists, Physical Therapists, Audiologists, certified teachers, Speech

and Language Pathologists, Blind Services and Visual Rehabilitation Specialists. Those

professionals have the required credentials. By providing AT services, professionals keep up to

date in knowledge. To that effect, the Agency benefits from collaboration with PRATP because

their specialists offer trainings to VR staff about topics such as:

• Low, medium and high technology AT equipment

• AT legislation

• AT integration to assessment and adjustment processes

• AT alternatives for employment and independent living

• AT for specific populations (blind, learning disabilities, mobility impairments)

• New equipment on the market and free equipment alternatives

• Low cost or homemade AT equipment alternatives, among others

Those trainings and others provided by the VRA have contributed to keeping VRA staff skills

and knowledge updated, having an impact on AT service delivery to applicants/consumers,

facilitating employment outcomes and independent living.

B. PROCEDURES FOR THE ACQUISITION AND DISSEMINATION OF SIGNIFICANT KNOWLEDGE

FROM RESEARCH AND OTHER SOURCES TO DESIGNATED STATE UNIT PROFESSIONALS AND

PARAPROFESSIONALS.

For the purpose of acquiring and disseminating significant knowledge of research and other

sources to professional and paraprofessional staff of the agency, the PRVRA has established the

following procedure:

1. Presentation to staff of the findings of the Comprehensive Needs Assessment Study of

Rehabilitation Needs.

2. Send, by internal email, links to articles or information resources related to the

rehabilitation field.

3. Collaboration with the Graduate School in Rehabilitation Counseling of UPR so that they

share with the agency, findings of research studies related to the rehabilitation field.

4. Permission for staff participation in continuing education courses, many of which contain information about research and evidence based practices and strategies

5. PERSONNEL TO ADDRESS INDIVIDUAL COMMUNICATION NEEDS

The agency, in its vision to be the lead agency in the provision of services to people with

disabilities, provides staff with the necessary training and workshops to meet the

communication needs the deaf, blind and deaf/blind applicants/consumers. For this reason, the

agency staff participates in training activities related to such communication needs. At the same

time, the agency has six (6) interpreters for the deaf whose services can be used, when

necessary, to service applicants or eligible consumers; as well as four (4) interpretations service

contracts to meet the communication needs our consumers.

Due to the fact that Puerto Rico is a Spanish-speaking country (English is used as second

language), we can communicate in the native language (Spanish) of our applicants/consumers.

However, if an applicant/consumer speaks only English, we can also communicate in that

language. In addition, the PRVRA can provide clients with alternative formats of communication

such as Braille and large print, among others.

The PRVRA installed a video interpretation system through its facilities, which ensure

communication with the deaf population, even if the interpreter is not physically present at the

place where the applicant/consumer is requesting service.

6. COORDINATION OF PERSONNEL DEVELOPMENT UNDER THE INDIVIDUALS WITH

DISABILITIES EDUCATION ACT

In Puerto Rico, the Assistant Secretariat of Comprehensive Educational Services for Persons

with Disabilities and the PRVRA are located in two different state departments (PRDE and

PRDOLHR). The first one is responsible for the implementation of Public Law 108-446, as

amended, known as the Individuals with Disabilities Education Improvement Act (IDEIA); the

second one is responsible for the implementation of the Rehabilitation Act of 1973, as amended,

and State Law 97-2000, as amended, known as the Vocational Rehabilitation Law of Puerto Rico.

In addition to the aforementioned legislation, we have State Law 51-1996, as amended, known

as the Integral Educational Services for Persons with Disabilities, which provides for the

coordination to be achieved between various local agencies to ensure an effective transition of

disabled youth coming from the Department of Education. Both agencies maintain cooperative

ties related to the development of their respective human resources and as such, have been

planning, developing, offering and/or participating in numerous in-service training activities

since 1987. Some of the topics covered in such training include: transition from school to work;

vocational evaluation; supported employment; IDEIA; Americans with Disabilities Act (ADA),

Public Law No. 101-336, as amended; Workforce Innovation and Opportunity Act (WIOA),

Public Law 113-128 of July 22 of 2014; among others. In addition, both agencies are members of

an Advisory Committee, which meets periodically to plan and join efforts in the development

and implementation of transition services from school to work.

The efforts and alliances carried out under collaborative agreements with the PRDE, as well as

with the PRDOLHR and its components, are conducive to the development of strategies and

activities to comply with federal regulations.

The PRVRA has the responsibility to provide follow up to the cooperative link with the PRDE. As

part of this commitment, during PY 2017, the agency participated in meetings with the Advisory

Committee of Special Education.

J. STATEWIDE ASSESSMENT

1. PROVIDE AN ASSESSMENT OF THE REHABILITATION NEEDS OF INDIVIDUALS WITH

DISABILITIES RESIDING WITHIN THE STATE, PARTICULARLY THE VR SERVICES NEEDS OF

THOSE:

A. WITH THE MOST SIGNIFICANT DISABILITIES, INCLUDING THEIR NEED FOR SUPPORTED

EMPLOYMENT SERVICES;

At present, the VRA hired a new entity to carry out the Comprehensive Rehabilitation Needs

Assessment of People with Disabilities 2020. Results will be included in the second year

revision of the VR Portion in 2022. The 2017 Comprehensive Statewide Needs Assessment

results still current and some of them will be presented in this section.

The study was a complex one, because it used mixed methodology (where qualitative and

quantitative elements were integrated) and required safeguards when synthesizing the

gathered information, since the internal and external validity of the study are different. At the

same time, this was an extensive study, because it gathered input from four (4) professional

sectors in the quantitative phase (heterogeneous among themselves, representing fifteen (15)

specialties) for a total of 295 professionals (of which 81 were DE professionals and 214

belonged to the VRA), and five (5) sectors in the qualitative phase represented eight (8) sectors,

among them professionals, parents or tutors and consumers for a total participation of 38

persons making up the focal groups. Details about methodology and general findings are

available at the VR Portion of the State Plan 2018 revision/modification.

The professionals that made up the General Group surveyed, of which 75% came from VRC-Case

Managers, were asked about supported employment and other VR services needs of people with

most significant disabilities. The 10 services were classified as very necessary for the majority

of those surveyed, emphasizing on services: 3 - Evaluation in real job scenarios (ecological

evaluation), 4 - Evaluation to determine pre-employment needs, and 9 - Supported Employment as

the services with the most support for being most in need (90%, 91% and 84%, respectively).

Regarding the frequency of the availability of services at the VRA, it is important to point out

service: 3 - Evaluation in real job scenarios (ecological evaluation) classified as very necessary by

90% of those surveyed, which was at the same time classified as not available by 43% of them;

at the same time, service number 10 - Extended Support classified as very much in need by 70%

of those surveyed and classified as unavailable by 23% of them.

B. WHO ARE MINORITIES;

In Puerto Rico, 99.03% of the population is of Latino-Hispanic origin. Therefore, the ARV

considers that there is no need to establish a procedure to identify persons with disabilities

belonging to minority groups.

C. WHO HAVE BEEN UNSERVED OR UNDERSERVED BY THE VR PROGRAM;

The VRA staff that participated in the survey was asked with respect to sectors or groups that

could be receiving services or are underserved when compared to the expected levels. The three

(3) identified groups by all sectors surveyed included persons with include people with hearing impairments (including deaf-blind), Autism Spectrum Disorder and people with most significant

disabilities. An additional group was the students with disabilities not eligible for Special

Education services (Section 504).

D. WHO HAVE BEEN SERVED THROUGH OTHER COMPONENTS OF THE STATEWIDE

WORKFORCE DEVELOPMENT SYSTEM; AND

For this section, focal group opinions from PRDOL, municipalities and DE staff operating under

WIOA were used: Title I Programs - Youth, Adults and Dislocated Workers, Title II Programs -

Adult Education, Title III Programs - Wagner-Peyser (WP), and Title IV - Vocational

Rehabilitation Administration (VRA) Programs. After analyzing Focal Group Number One’s

remarks, we may conclude that its participants concur regarding Title II and III services under

WIOA (2014) as being underutilized by the DE, because hardly any cases are being referred

from the agency, and those that do arrive, are mainly self-referred. Their comments come

together about the lack of independent living skills and pre-employment skills in youth applying

to Title II, III, and IV programs services who were DE students. Besides, independent living and

pre-employment skills, it is important that the DE develop skills for placement. Title I, II and III

staff require people with disabilities management training and specialized staff in these areas

because they depend on VRA’s Rehabilitation Counselors.

E. WHO ARE YOUTH WITH DISABILITIES AND STUDENTS WITH DISABILITIES, INCLUDING, AS

APPROPRIATE, THEIR NEED FOR PRE-EMPLOYMENT TRANSITION SERVICES OR OTHER

TRANSITION SERVICES.

The service needs among students with disabilities was analyzed by four (4) groups or

professional categories, be it: Transition Analyst (TA), Assessment and Adjustment Centers staff

(CAA) General (GEN (VR Counselors)) and Department of Education staff (DE). The more

important results of such analysis are as follows:

1. Comparative analysis by Professional Group of the needs of students with disabilities

receiving special education services - The service identified as the major need by these

professional groups was Career Exploration Counseling. It stands out from services that

include practical experience for students (be it work-based learning experiences with

on-site visits or job shadowing, or direct job experience - trial work experiences)

constituted their top priority need. This fact becomes more important when observing

that according to the opinion of all the professional groups, the identified services are

either not offered or offered in limited occasions. Of the four (4) compared groups (TA,

CAA, GEN and DE), three (3) presented a trend, moderate coincidence, or strong

opinions when aligning their priorities or pre-employment transition services needs for

students with disabilities receiving special education from the DE. The groups that

significantly correlated between themselves are CAA, GEN and DE, correlating between

moderate-high and high. The TA group presented low and non-significant correlation

indexes when compared to the other three groups, a finding that could be expected

when considering that the roles of this professional allow a very particular

understanding and identification of needs.

2. Comparative analysis by Professional Group, of pre-employment transition service

needs for youth ages between 14 to 21, that could be receiving special education

services or under Section 504 (ADA) - Analyzing the opinion of these professionals,

when it comes to the needs of pre-employment transition services for these students,

one may conclude that every professional group coincided by stating that their principal

needs lie in the evaluation of assistive technology services, therapeutic services

evaluation, occupational exploration, the timeliness of the service, and the vocational

evaluation. These results increase in importance when you observe that according to the

opinion of the professional groups, the identified services are not offered or offered in

limited occasions. Exception to this is that the DE staff understands that the assistive

technology services evaluation and the therapeutic services are being offered regularly

at the DE. When comparing groups, one may observe correlating indexes between

moderate highs and moderate lows not statistically significant for 5 of the 6

comparisons made. This data suggests that, even though the professionals in the groups

coincided in identifying major service needs, they did not show high congruency when

priorities were placed in order of need with regard to the previously identified

transition services.

The service needs were also analyzed according to the Region of the ARV in which the

professional works. In this analysis, DE professionals were not included. The main results were

as follows:

1. Comparative analysis, per VRA Region, of the needs of students with disabilities

receiving special education services - One observes that services 1, 4, 7, 8, 10 and 17

have the highest average, and were selected by the majority of the groups, or by the

majority of the professionals regarding them as the services mostly in need. Among

these are 1(78%), 7 (65%), and 10 (67%) as the highest numbers, suggesting that the

professional groups stated that these were the services mostly needed: 1-Career

Exploration Counseling in schools including information about on demand careers and

industry sectors; 7 - Work-based learning experiences with on-site visits to the job-place in

order to find out the required skills per occupation; and 10-Job experiences to explore

student-interest areas that will include occupational practice and short-term employment

(seasonal, summer).The same as in analysis by professional groups’, the comparison by

region allows us to identify that Career Exploration Counseling was identified as of the

most need by all participating professionals in every regions. Services that include

practical experience for students (be it work-based learning experiences with on-site

visits or job shadowing, or direct job experience for interest exploration - trial work

experiences) constitute the highest needs. These results must be analyzed taking into

consideration that according to the opinion of the professional groups of all regions, the

identified services are not offered or offered in limited occasions. It is observed from the

correlational analysis that there was a high congruence and consistency among the

professionals of the regions when assign priority or hierarchy to the previously

identified needs as more pressing.

2. Comparative analysis per VRA region, of pre-employment transition-service needs for

youth between the ages of 14 to 21, that could be receiving special education services or

under Section 504 - Results observed were that services number 1(80%) , 2 (72%), 11

(75%), and 12 (68%) has the high average percentiles selected by all or the majority of

professional groups and labeled as the needed services. The aforesaid suggests that the

majority of the professional groups surveyed, per VRA region, selected the following

needs as those mostly in need: 1-Assistive Technology Needs Evaluation (AT); 2-

Therapeutic Service Needs Evaluation (physical therapy, occupational therapy, and

psychological therapy), 11-Receive timely therapeutic services, and 12-Vocational

Evaluation. The evaluation to determine Assistive Technology needs received firm

endorsement from all regions, suggesting that the service is needed in all of Puerto Rico.

Similarly, the previously-mentioned services were recognized as of high need for

evaluation, and on time delivery of therapeutic services and vocational evaluations. The

same as in previous analysis, major needs are not offered or offered in limited occasions.

In synthesis, there was congruency in identifying which were the priority needs, but not

in a relative order of adjudication in the majority of regions.

3. Comparative analysis per VRA region, of pre-employment transition services needs that

could be observed among students with disabilities receiving services from accredited

post-secondary programs (private schools, technological institutes, universities, among

others): The professionals in the 6 regions coincided in identifying services 5 (64%), 10

(67%), 12 (56%), and 16 (63%) as those with the highest percentiles, suggesting that in

their opinion these are the services most in need. The services are: 1- Academic tutoring;

5-Classroom accommodations or modifications; 10- Student career exploration for those

with very low academic achievement; 12- Affective counseling for transition and

adjustment process (self advocacy skills, empowerment); and 16-Academic counseling

(studying techniques, academic planning). Counseling in career-exploration services for

students with low academic achievement, accommodations or modification in the

classroom and academic counseling, received the highest average percentiles. Participant

opinions regarding frequency of availability varies according to the service. For

example, participants reported academic tutoring as regularly available; but career-

exploration counseling and affective counseling were not offered or offered in limited

occasions.

4. VRA’s comparative analysis, per VRA region, regarding other vocational rehabilitation

services for students and youth up to 24 years of age, and current VRA consumers - The

professionals in the six (6) regions coincided in identifying services 2(69%), 4(79%), and 5(74%) as the mostly needed. These services show the highest average results, and

were selected by all or by the majority of the professionals in the region. The services

were: 2- Supported Employment; 4- Job-searching Assistance; and 5- Job-placement

Assistance. All three (3) services are employment focused; search, placement and

supported employment mode. The professionals in all regions also coincided in pointing

out that these are regularly offered services. The correlated analysis performed lets you

identify the responsive trends among regions, the more frequently endorsed activities

from participating professionals. One sees that of the 15 correlations performed, 6 had

significant correlated significance: San Juan-Ponce (r = .899; p < .05); Bayamón-

Mayaguez (r = .899; p>< .05); Bayamón-Ponce (r = .899; p <.05); Caguas-Ponce (r = .886;

p >< .05); Caguas-Arecibo (r = .943; p ><.05); y Mayagüez-Ponce (r = .886; p ><.05). The

previous correlation indexes are described highs, suggesting that the professionals in

these regions were consistent in assigning a relative priority or hierarchy to the

identified needs. The remaining correlations were not significant, fluctuating between

moderate low and moderately- high, which lets us to conclude that in the rest of the

comparisons made between regions, there were no high correlations when assigning

priorities.>

The needs of particular groups of youth with disabilities, DE staff identified the following:

1. About the transition needs of youth with disabilities under the custody of the Juvenile

Institutions Administration [Administración de Instituciones Juveniles], they emphasized

on the importance of promoting communication skills, or learning about money

management, of showing appropriate conduct, and understanding interpersonal relationships. They pointed out the need to provide them with real job experiences

through orientations regarding the world of employment, and to follow-up on their

therapies and the evaluations that by law, this group of youths should be receiving.

2. Regarding Home Schooling and their relationship with transition services, DE

participants identified the needs: to provide social interaction and interpersonal

communication skills; to work in groups; and to learn about their function in society, in

their community coexisting with other youth. They indicated that their parents or their

families are usually not aware of what Transition is, the services that are being offered

by the VRA, the eligibility criteria, and the individuals’ rights. They therefore

recommend developing orientation and training strategies for parents. The staff also

identified as a limitation the lack of formal diagnoses and the limited therapeutic

services for these young people.

This professional staff of the DE understands that private or public school youth are being

shoved between the importance and the guarantee of the services these students with

disabilities are entitled to, are offered, and could be available. In a very particular way, they

pointed out that reasonable accommodations as a service are not equally provided as per

student needs and rights. They pointed out that schools are currently having a lack of

specialized staff with sufficient knowledge about vocational evaluations and related matters. To

that effect, they recommend the VRA staff to play a more active role by visiting schools, with the

main objective of giving orientation and disseminating information regarding the VRA services

offer

2. IDENTIFY THE NEED TO ESTABLISH, DEVELOP, OR IMPROVE COMMUNITY

REHABILITATION PROGRAMS WITHIN THE STATE; AND

Section D of the General Group survey to professionals from the VRA was developed with the

main purpose of finding out the VRA’s surveyed opinions regarding the need to establish,

develop or improve community rehabilitation programs. The section consisted of four (4) concrete questions aimed at differently related aspects of Community Rehabilitation Programs

(CRP) that are or could be under contract by the VRA.

Based on their professional experience in the VRA and the vocational rehabilitation services

needs of the VRA consumers, respondents answered the following to the first question:

1. Do you believe that there are enough CRPs on the Island able to satisfy VRA consumers

needs?

ANSWER: The majority of the participants (68%) answered NO, that there are not enough CRPs

in Puerto Rico. The detailed answers given by the participants may be distributed as follows:

Yes - 29 (18%)

No - 109 (68%)

No answer - 22 (14%)

The opinion of the majority of VRA participants is that there are not enough CRPs to keep up

with the supported employment services demand. According to the surveyed professionals, the

limitation of CRPs negatively affects goal and indicator achievement possibilities, because the

consumers have to wait for long periods of time before receiving services. The mostly affected

areas seem to be the rural-mountainous regions. Regarding the services offered by the PRCs,

there seemed to be a consensus to demand more specialized trained staff of the CRPs and

improve the control of the VRA on the service processes that the CRPs perform. Several participants pointed out that the main challenge is not the CRPs limitations, but the lack of

competitive employment on the Island. Hand-in-hand with this observation, the need for the

employers to be more sensitive toward people with disabilities rights, as well as the recognition

of their potential being a must.

3. INCLUDE AN ASSESSMENT OF THE NEEDS OF INDIVIDUALS WITH DISABILITIES FOR

TRANSITION CAREER SERVICES AND PRE-EMPLOYMENT TRANSITION SERVICES, AND THE

EXTENT TO WHICH SUCH SERVICES ARE COORDINATED WITH TRANSITION SERVICES

PROVIDED UNDER THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT

All of the surveyed sectors coincide in pointing out the need to improve, or develop from the

beginning, interagency coordination procedures as a pre-requisite for pre-employment

transition services to be achieved according to the statutes of law. It is inferred the need for

services and procedures to be more uniform throughout the regions, including active

participation from consumers and also from their family.

The limited interagency coordination negatively affects and dilutes the services and procedures

of eligibility for the VRA, maintaining inequality in the services rendered, by region and per

school, creating lack of information to be given to future consumers, their families and

education staff.

For more details regarding needs see section (j)(1)(E)-Vocational Rehabilitation needs, among

youth and students with disabilities including, as applicable, the need for pre-employment

transition services, among other transition services.

K. ANNUAL ESTIMATES

1. THE NUMBER OF INDIVIDUALS IN THE STATE WHO ARE ELIGIBLE FOR SERVICES

The US Census Bureau establishes that Puerto Rico has an estimate population of 3,193,394 in

2019 and the percentage of people with disabilities under age 64 years was 15.1% for 2014-

2018. On the other hand, Cornell University’s 2016 Disability Status Report for Puerto Rico,

mentions that (in 2016) 726,100 of the 3,386,000 individuals of all ages in PR reported one or more disabilities. 365,600 of those 726,100 individuals with disabilities were between 16 to 64

years of age, which represents the 52% of the individuals with disabilities and the 11% of the

total individuals in the survey. The highest prevalence rate of disability for the 16 to 20 years of

age group was "Cognitive”, and for the 21 to 64 years of age group was "Ambulatory". The

report also mentions that in 2016, the percentage of working-age people with disabilities who

were not working but actively looking for work was 8.6%. This information was based on the US

Census Bureau's American Community Survey (ACS). Also, the Associate Secretary of Special

Education, from the local Department of Education, shared a recent statistic (2019-2020)

indicating that in Puerto Rico 40,301 people with disabilities are between 14 to 21 years of

age.

Based on previous years PRVRA's data, the Agency has estimated that 57,000 individuals with

disabilities will be eligible to receive services. The purpose is to assist them in achieving an

employment outcome and a more independent living. The PRVRA is not under an Order of

Selection.

The following section provides a description of the service areas and the breakdown of

projected costs for federal fiscal year 2021:

SERVICE AREAS AND THE BREAKDOWN OF PROJECTED COSTS

Service area Funds ($) Tittle I or

Tittle VI-B

Estimated

consumers to be

served

Average cost of

services

Assessment (purchased

services)

0 I 2,036 0.00

Physical and Mental

Restoration

241,350.74 I 15,199 15.88

Training 9,819,481.02 I 18,294 536.76

Maintenance 3,973,004.30 I 5,733 57.75

Transportation 3,400,287.83 I 4,501 62.95

Personal assistance (personal

aides)

451,265.86 I 642 702.91

Assistive Technology 785,799.27 I 682 1,152.20

Post-employment 5,045.62 I 49 102.97

Small businesses, other 257,207.09 I 264 974.27

Community Rehabilitation

Programs contracting

2,434,096.00 I 867 2,807.49

Supported Employment

Services

300,000 VI-B included above

Total 21,667,537.73* I / VI-B 48,267** 448.91

* Amounts are based on figures approved in the budget for FY 2019 and RSA-2 Federal Report.

** Consumers who receive duplicate variety of services depending on the nature of it. (Ex. A

consumer may receive training support services, transportation, personal care, etc., and also be

getting assistive technology services among others.

2. THE NUMBER OF ELIGIBLE INDIVIDUALS WHO WILL RECEIVE SERVICES UNDER:

A. THE VR PROGRAM;

Please, refer to previous section.

B. THE SUPPORTED EMPLOYMENT PROGRAM; AND

PRVRA estimates 200 eligible individuals will receive SE services during FFY 2021. Please refer

to section n.

C. EACH PRIORITY CATEGORY, IF UNDER AN ORDER OF SELECTION.

Not applicable.

3. THE NUMBER OF INDIVIDUALS WHO ARE ELIGIBLE FOR VR SERVICES, BUT ARE NOT

RECEIVING SUCH SERVICES DUE TO AN ORDER OF SELECTION; AND

Not applicable.

4. THE COST OF SERVICES FOR THE NUMBER OF INDIVIDUALS ESTIMATED TO BE ELIGIBLE

FOR SERVICES. IF UNDER AN ORDER OF SELECTION, IDENTIFY THE COST OF SERVICES FOR

EACH PRIORITY CATEGORY.

Please, refer to section k.1.A. above. Order of selection not applicable.

L. STATE GOALS AND PRIORITIES

1. IDENTIFY IF THE GOALS AND PRIORITIES WERE JOINTLY DEVELOPED AND AGREED TO BY

THE STATE VR AGENCY AND THE STATE REHABILITATION COUNCIL, IF THE STATE HAS A

COUNCIL, AND JOINTLY AGREED TO ANY REVISIONS

Please, refer to section L.2., below.

2. IDENTIFY THE GOALS AND PRIORITIES IN CARRYING OUT THE VR AND SUPPORTED

EMPLOYMENT PROGRAMS

The PRVRA, in partnership and collaboration with the State Rehabilitation Council (SRC), has

identified the following goals and priorities needed to carry out the vocational rehabilitation

and supported employment programs.

Goal 1

Strengthen the services provision process of applicants/consumers of the PRVRA; emphasizing

on compliance with performance indicators and productivity measures established by the

federal government and the public policy of the agency.

Priorities:

1. Continue to provide services to applicants/consumers, and technical assistance to

counseling services staff for the compliance and data collection of the new performance

indicators established by WIOA.

2. Collaborate with the “core-programs” in order to develop: integrated processes for the

service delivery; and forms and processes for collection of common data elements to

identify individuals served by more than one “core-program”.

Goal 2

Ensure the provision of services to eligible youth with disabilities, and pre-employment

transition services to students with disabilities coming from transition, so that they are able to

achieve an employment outcome.

Priorities:

1. Maintain the level of participation of school staff, parents and students with disabilities

on orientations related to VRA services, including Transition and Pre-Employment

Transition services.

Goal 3

Strengthen the relationship with employers to identify opportunities for competitive integrated

employment, situational assessments and career exploration.

Priorities:

1. Expand competitive integrated employment opportunities for people with disabilities.

Goal 4

Maintain the process of dissemination of the PRVRA services in accordance with the eligibility

criteria and provision of rehabilitation services to the persons with disabilities.

Priorities:

1. Continue to disseminate the impact on changes in legislation and how VRA services and

the integration of core programs under WIOA can help people with disabilities to


Goal 5

Strengthen the administrative, fiscal and programmatic procedures to comply with the

regulations established and the institutional efficiency required.

Priorities:

1. Continue with the analysis of the operational performance and needs for its

improvement.

These goals and priorities were developed taking into account the findings from the

Comprehensive Statewide Needs Assessment of Rehabilitation Needs and the Amendments set

forth in WIOA, among others.

3. ENSURE THAT THE GOALS AND PRIORITIES ARE BASED ON AN ANALYSIS OF THE

FOLLOWING AREAS:

A. THE MOST RECENT COMPREHENSIVE STATEWIDE ASSESSMENT, INCLUDING ANY

UPDATES;

Please, refer to sections j and l.2. above.

B. THE STATE’S PERFORMANCE UNDER THE PERFORMANCE ACCOUNTABILITY MEASURES OF

SECTION 116 OF WIOA; AND

Please refer to sections l. 2. Goal 1, above.

C. OTHER AVAILABLE INFORMATION ON THE OPERATION AND EFFECTIVENESS OF THE VR

PROGRAM, INCLUDING ANY REPORTS RECEIVED FROM THE STATE REHABILITATION

COUNCIL AND FINDINGS AND RECOMMENDATIONS FROM MONITORING ACTIVITIES

CONDUCTED UNDER SECTION 107.

Goals and priorities were developed in collaboration with the SRC. The SRC also collaborated

with PRVRA in the Statewide Needs Assessment, which provided information on areas to

improve operation and effectiveness. The PRVRA also participates in the SRC’s meetings where

input is received directly and was considered to develop goals and priorities. SRC

recommendations are included at the beginning of this VR Portions of the State Plan.

M. ORDER OF SELECTION

1. WHETHER THE DESIGNATED STATE UNIT WILL IMPLEMENT AND ORDER OF SELECTION.

IF SO, DESCRIBE:

A. THE ORDER TO BE FOLLOWED IN SELECTING ELIGIBLE INDIVIDUALS TO BE PROVIDED VR

SERVICES

Not applicable.

B. THE JUSTIFICATION FOR THE ORDER

Not applicable.

C. THE SERVICE AND OUTCOME GOALS

Not applicable.

D. TIME WITHIN WHICH THESE GOALS MAY BE ACHIEVED FOR INDIVIDUALS IN EACH

PRIORITY CATEGORY WITHIN THE ORDER; AND

Not applicable.

E. HOW INDIVIDUALS WITH THE MOST SIGNIFICANT DISABILITIES ARE SELECTED FOR

SERVICES BEFORE ALL OTHER INDIVIDUALS WITH DISABILITIES

Not applicable.

2. IF THE DESIGNATED STATE UNIT HAS ELECTED TO SERVE ELIGIBLE INDIVIDUALS,

REGARDLESS OF ANY ESTABLISHED ORDER OF SELECTION, WHO REQUIRE SPECIFIC

SERVICES OR EQUIPMENT TO MAINTAIN EMPLOYMENT

Not applicable.

N. GOALS AND PLANS FOR DISTRIBUTION OF TITLE VI FUNDS

1. SPECIFY THE STATE'S GOALS AND PRIORITIES FOR FUNDS RECEIVED UNDER SECTION 603

OF THE REHABILITATION ACT FOR THE PROVISION OF SUPPORTED EMPLOYMENT SERVICES

The PRVRA has developed the following goals and plans for the distribution of Title VI, Part B

funds:

Goal A

Serve at least 200 new consumers in the supported employment modality.

Goal B

Maintain a level of satisfaction of 85% of those consumers who received supported employment

services at the closure of the case.

Plans:

• Use other sources of funding, in addition to the ones from Title VI, Part B, needed to expand the provision of supported employment services.

• Contract and support community rehabilitation programs (CRPs) throughout the Island

so that at least 80 consumers, who received supported employment services, are able to


• Strengthen the provision of supported employment services through training and

technical assistance to the staff of the CRPs. The Office of Support and Employment

Modes (OSEM) and the centers of support and employment modes (CSEMs) will provide

such technical assistance in aspects such as:

1. Guidance to new proponents about supported employment services, as requested.

2. Other aspects related to the provision of supported employment services and extended

supports services

• Continue administering satisfaction surveys of the consumer in terms of the services received in the CRPs and in the CSEMs, in order to identify areas to be strengthened or

improved.

• Continue conducting monitoring interventions to the CRPs in order to validate compliance with the provision of services established in the contracts.

• Explore in the community, in agencies, in the state legislature and in social interest

groups; the availability of gathering funds to the PRVRA for the provision of supported

employment services.

Distribution of Title VI, Part B funds:

The estimated total of projected funds for the provision of supported employment services for is

$3,308,900 distributed as follows: $300,000 from Title VI-B for the contracting of a CRP; and

$3,008,900 from Title I for the contracting of other CRPs and for expenses related to the

supported employment services.

2. DESCRIBE THE ACTIVITIES TO BE CONDUCTED, WITH FUNDS RESERVED PURSUANT TO

SECTION 603(D), FOR YOUTH WITH THE MOST SIGNIFICANT DISABILITIES, INCLUDING:

A. THE PROVISION OF EXTENDED SERVICES FOR A PERIOD NOT TO EXCEED 4 YEARS; AND

The PRVRA will make available resources for extended services for a period not exceeding 4

years. These services will be provided through contracting of CRPs. CSEM Analysts will receive

the request for extended support services from employers and will negotiate with the CRP the

service to be provided and the number of interventions needed to stabilize individual in

employment. An authorization for services document will be created on the case management

system.

B. HOW THE STATE WILL LEVERAGE OTHER PUBLIC AND PRIVATE FUNDS TO INCREASE

RESOURCES FOR EXTENDED SERVICES AND EXPANDED SUPPORTED EMPLOYMENT

OPPORTUNITIES FOR YOUTH WITH THE MOST SIGNIFICANT DISABILITIES.

The PRVRA will explore in the community, agencies, organizations, legislature and social

interest groups, the availability of funds to the PRVRA for the provision of supported

employment and extended services for the youth with the most significant disabilities. As part

of those efforts, in 2016 the Agency signed a collaborative agreement with the State Council on

Developmental Disabilities for the optimization of interagency resources, develop a community

support network in favor of individuals with the most significant disabilities, including youth,

employment activities to promote inclusion of these population into integrated work settings,

activities or projects to provide extended services, among others.

O. STATE'S STRATEGIES

1. THE METHODS TO BE USED TO EXPAND AND IMPROVE SERVICES TO INDIVIDUALS WITH

DISABILITIES

The PRVRA has identified several strategies necessary to achieve the goals and priorities

established in section (l), above.

Goal 1

Strengthen the process of providing services to VRA applicants / consumers; emphasizing

compliance with performance indicators and productivity measures established by the federal

government and the public policy of the agency.

Strategies:

• Strengthen coordination with the DTRH to know employment trends and types of employers.

• Continue implementing employment projects through the development of self-employment.

• Continue with programmatic monitoring and technical assistance to PRCs to guarantee

quality and agility of services to consumers with the most significant impediments.

• Coordinate VRA consumer participation in employment-related activities available at

the American Job Centers and other WIOA components.

• Continue with the referral of consumers who are beneficiaries of Social Security

Disability Insurance (SSDI) to the Caribbean Program of Work Incentive Planning and

Assistance (CWIPA) for the Service of Planning Counseling of Benefits.

• Share with the CER the normative communications that govern the provision of services.

• Continue with the programmatic monitoring of the service delivery process to ensure compliance with public policy.

• Continue to provide technical assistance to supervisory services for counseling services to improve decision-making in case management.

• Refer VRA consumers to the services of other WIOA components (Literacy, Adults and

other programs) to expand their employment skills.

Goal 2

Ensure the provision of services to young people with eligible disabilities, and pre-employment

transition services to students with disabilities from Transition, to obtain an employment result.

Strategies:

• Continue with the monthly monitoring of the eligibility determinations in 60 days or less

and the planning and signing of the PIPE in 90 days or less, of the youth referred to

transition to the VRA.

• Maintain the participation of the CRV in the COMPU meetings of the transitional youth.

• Offer Pre-Employment Transition services.

• Continue with the identification of the transition consumers referred and served in the CAA.

• Continue with the identification of the transition consumers referred and served in the

CSEM and the results of these young people in the different employment modalities

• Strengthen the relationships between the DE and the VRA to facilitate the identification

of students who can benefit from Transition services.

• Continue to guide school personnel on the services of the VRA.

Goal 3

Strengthen the relationship with employers to identify opportunities for integrated competitive

employment and career exploration.

Strategies:

• Provide training and technical assistance to employers on ADA requirements, work-

based learning experiences, recruitment of people with qualified disabilities,

accommodation in employment, among others

• Continue to grant salary incentives to employers to promote employment opportunities

for consumers.

• Continue to participate in meetings of the State Board and Local Boards of WIOA

• Maintain the active participation of VRA personnel in activities that bring employers together.

• Refer to programs under Wagner-Peyser to VRA consumers who possess skills and credentials to be marketed with employers.

Goal 4

Maintain the process of dissemination of VRA services, emphasizing the criteria of eligibility

and provision of rehabilitation services to persons with disabilities.

Strategies:

• Continue the dissemination on the revision of the State Plan to be submitted for public comments in order to guarantee the participation of applicants / consumers, the general

public and employees of the agency.

• Continue participation in outreach activities in the community, by the VRA and / or in

coordination with State Rehabilitation Council and other basic programs under WIOA.

• Continue with the dissemination of VRA services in the “American Job Centers”.

• Continue with the dissemination of services in radio, television and written press

programs, as requested by said media.

Goal 5

Strengthen administrative, fiscal and programmatic procedures so that they comply with the

established regulations and required institutional efficiency.

Strategies:

• Offer training to staff, to strengthen knowledge and skills necessary in the performance

of their duties.

• Continue to carry out periodic evaluations of the performance of the agency's employees

to ensure institutional effectiveness.

• Maintain the level of financing of the State Council for Independent Living (CEVI) and the State Council for Rehabilitation (CER), to assist and support its operations; and in

coordination with the VRA to develop employment and independent living

opportunities for our applicants/consumers.

• Update administrative, fiscal and programmatic procedures in accordance with established state and federal regulations, and the socio-economic situation of the

country, as necessary.

• Continue to support all areas of the agency in the use of available computer systems, and develop applications to streamline processes, reports and procedures according to

needs presented by the areas and which in turn will be consulted with the services and

administration staff.

• Hold participation meetings with agency staff on aspects related to public policy.

• Carry out monitoring to ensure compliance with the procedures.

2. HOW A BROAD RANGE OF ASSISTIVE TECHNOLOGY SERVICES AND DEVICES WILL BE

PROVIDED TO INDIVIDUALS WITH DISABILITIES AT EACH STAGE OF THE REHABILITATION

PROCESS AND ON A STATEWIDE BASIS

The VRA has the purpose of providing technology assistance services to eligible

applicants/consumers who require such services. For these purposes, the VRA has the

following:

• Procedures, Regulations and Manuals for the provision of technological assistance

services

• Vocational Rehabilitation Counselors who refer applicants / consumers to the CAA for: assessment of technological assistance needs, recommendation and prescription of

equipment, delivery and training in the use of the equipment, and technical assistance

• Parent Technology Assistance Unit at the San Juan Region Assessment and Adjustment Center

• Technology Assistance Areas in the Arecibo, Ponce, Toa Baja, Caguas and San Germán

Assessment and Adjustment Centers

• Technology assistance team that meets the following needs:

o Computer access

o Communication

o Alternate help for cognitive deficit

o Independent life

o Environmental controls

o Visual

• Audio logical Clinic (Regions of Arecibo, Caguas and San Juan) with updated equipment

of technological assistance for independent living and facilitating the communication of

deaf and partially deaf consumers

• Specialized professionals and certified in technological assistance that provide these services

• Professional development opportunities to keep up to date the knowledge of human resources that provide technological assistance services

In addition, the VRA established a collaborative agreement with the Technological Assistance

Program of Puerto Rico (PRATPR) to offer training to the agency's employees on new

technologies and equipment. The VRA may refer consumers for technology assistance services

that are not available at the agency.

3. THE OUTREACH PROCEDURES THAT WILL BE USED TO IDENTIFY AND SERVE INDIVIDUALS

WITH DISABILITIES WHO ARE MINORITIES, INCLUDING THOSE WITH THE MOST

SIGNIFICANT DISABILITIES, AS WELL AS THOSE WHO HAVE BEEN UNSERVED OR

UNDERSERVED BY THE VR PROGRAM

As for the outreach procedure to identify and serve persons with disabilities that are a minority,

they do not apply to Puerto Rico. The Island is considered a Hispanic or Latino country, with a

population of 3, 337,177 (Source: US Census Bureau, Census Estimated for 2017). Of this total,

99.03% is of Hispanic or Latino origin. Therefore, the VRA considers that it does not have the

need to implement any type of procedure to identify persons with disabilities that are a

minority.

The VRA has Community Liaison Units, attached to the Vocational Rehabilitation Counseling

Service Centers, operating in the six (6) regions. These units have a staff that maintains contact

with various sources of referral such as: schools, hospitals, institutions specialized in providing

services to the population with disabilities, and public / private agencies. These personnel

participate in activities (guidance on vocational rehabilitation services, job fairs, among others)

with the purpose of expanding the dissemination of services and increasing the inclusion of

people with more significant disabilities.

The Agency also remains active and participates in the bills that are developed in the legislature,

related to people with disabilities.

4. THE METHODS TO BE USED TO IMPROVE AND EXPAND VR SERVICES FOR STUDENTS WITH

DISABILITIES, INCLUDING THE COORDINATION OF SERVICES DESIGNED TO FACILITATE THE

TRANSITION OF SUCH STUDENTS FROM SCHOOL TO POSTSECONDARY LIFE (INCLUDING THE

RECEIPT OF VR SERVICES, POSTSECONDARY EDUCATION, EMPLOYMENT, AND PRE-

EMPLOYMENT TRANSITION SERVICES)

See discussion of strategies under Goal 2, in section o.1

5. IF APPLICABLE, PLANS FOR ESTABLISHING, DEVELOPING, OR IMPROVING COMMUNITY

REHABILITATION PROGRAMS WITHIN THE STATE

The VRA annually issues a public notice for the hiring of PRCs that provide services to

consumers with the most significant impediments. Currently the VRA maintains contractual

agreements with PRC throughout the island. The VRA conducts guidance, technical assistance

and monitoring activities at all stages of service provision, and during the contractual period

between the VRA and each PRC. Technical assistance will be provided to all PRCs that have

areas identified with some type of need for improvement during any stage of the monitoring

process.

6. STRATEGIES TO IMPROVE THE PERFORMANCE OF THE STATE WITH RESPECT TO THE

PERFORMANCE ACCOUNTABILITY MEASURES UNDER SECTION 116 OF WIOA

The VRA continues to implement the following strategies to improve the functioning of the State

with respect to evaluation standards and performance indicators:

1. Continue the practice of periodically sharing statistical information with regional staff.

2. Articulate intervention plans with regional directors, directors of Vocational

Rehabilitation Counseling Services Centers; Assessment and Adjustment; Support and

Employment Modalities; and the directors of the Office of Rehabilitation Counseling

Services and the Office of Quality Control and Programmatic Management, to meet

established goals. Priority attention will be given to regions that have faced the most

difficulty in achieving goals and indicators. The regions will develop a work plan based

on an analysis of each work zone, the employment situation in the geographical area and

projections of cases to be served.

3. The case management system has been modified to record the follow-up of post-

program exit cases. The monitoring screens include fields to cover employment and

salary indicators under section 116 of WIOA. In addition, a report was developed that

allows users to generate a list of consumers who left the program after receiving

services and the dates on which the second and fourth quarter follow-up corresponds.

The staff has been provided with information on the importance of carrying out such

monitoring and compiling the data of the indicators.

4. Emphasis will be placed on the importance of service to employers, including guidance

and training to raise awareness about the benefits of recruiting and retaining people

with disabilities, and technical assistance after placement.

5. The VRA contacted the staff of the Department of Labor and Human Resources to

coordinate the receipt of the Unemployment Insurance information to validate the

information of the second and fourth quarter employment indicators under WIOA.

6. The Agency will refer consumers to other mandatory programs under WIOA and will

continue to promote post-secondary education among its consumers. Many of the VRA

consumers are receiving training.

7. STRATEGIES FOR ASSISTING OTHER COMPONENTS OF THE STATEWIDE WORKFORCE

DEVELOPMENT SYSTEM IN ASSISTING INDIVIDUALS WITH DISABILITIES

The VRA has developed the following strategies to assist other WIOA components in providing

assistance to people with disabilities:

1. Coordinate the participation of VRA staff in the American Job Centers (AJC), to properly channel the needs of those with disabilities who request information and / or services in

such centers.

2. Identify possible referrals to the services of the VRA.

3. Provide the AJC staff with guidance on various topics of interest that are requested

related to people with disabilities.

4. Actively participate in job fairs coordinated by the AJC.

5. Exchange of employment networks / employers.

The previously established strategies will allow the achievement of the goals in section (l).

8. HOW THE AGENCY'S STRATEGIES WILL BE USED TO:

A. ACHIEVE GOALS AND PRIORITIES BY THE STATE, CONSISTENT WITH THE

COMPREHENSIVE NEEDS ASSESSMENT;

All VRA strategies were developed based on the Needs Assessment and the amendments

introduced by WIOA to achieve the goals and priorities established by the jurisdiction.

B. SUPPORT INNOVATION AND EXPANSION ACTIVITIES; AND

The VRA will continue to identify innovation and expansion needs. Some strategies are:

1. Expansion of the provision of services to people with disabilities due to traffic accidents,

through a collaboration agreement with the Automobile Accident Compensation

Administration.

2. Expansion of the availability of information resources or training for new recruitment

staff through the agency's internal page (intranet).

3. Continued with the use of remote interpretation video technology for deaf people.

4. Continued funding from SRCPR and CEVI to assist and support their operations, as well

as jointly develop with the VRA, better employment and independent living

opportunities for our applicants / consumers.

C. OVERCOME IDENTIFIED BARRIERS RELATING TO EQUITABLE ACCESS TO AND

PARTICIPATION OF INDIVIDUALS WITH DISABILITIES IN THE STATE VR SERVICES PROGRAM

AND THE STATE SUPPORTED EMPLOYMENT SERVICES PROGRAM.

The VRA has services available and accessible to all persons with disabilities. With the purpose

of promoting participation in vocational rehabilitation and supported employment services,

agency staff participates in community orientation activities. There is no difference in terms of

availability of services for particular groups of disabilities, cultural or racial. In addition, the

VRA carries out the necessary steps to continue ensuring that its facilities are accessible to all

persons with disabilities.

P. EVALUATION AND REPORTS OF PROGRESS: VR AND SUPPORTED EMPLOYMENT GOALS

1. AN EVALUATION OF THE EXTENT TO WHICH THE VR PROGRAM GOALS DESCRIBED IN THE

APPROVED VR SERVICES PORTION OF THE UNIFIED OR COMBINED STATE PLAN FOR THE

MOST RECENTLY COMPLETED PROGRAM YEAR WERE ACHIEVED. THE EVALUATION MUST:

A. IDENTIFY THE STRATEGIES THAT CONTRIBUTED TO THE ACHIEVEMENT OF THE GOALS

Goal 1

Strengthen the process of providing services to VRA applicants / consumers; emphasizing

compliance with performance indicators and productivity measures established by the federal

government and the public policy of the agency.

Strategy:

• Strengthen coordination with the DTRH to know employment trends and types of

employers.

Progress Report:

During PYs 2017 and 2018, the staff of the Support Centers and Employment Modalities (CSEM)

developed / participated in 80 activities in coordination with the Department of Labor and

Human Resources (DTRH), which facilitated knowing the new employment trends and the types

of employer. On the other hand, they continued to receive various publications and / or journals

from the DTRH Research and Statistics Division, some of these were: Business Employment

Dynamics, Industrial Composition by Municipality (published quarterly); Covered Jobs and

Wages. These publications and / or magazines allow CSEM staff to continue developing workshops for consumers.

The Office of Support and Employment Modes (OSEM) received approximately 60 job offers

from various types of employers by email. Once received, he referred them to the CSEM to be

analyzed and identify potential consumers who could benefit from employment alternatives.

The Office of Rehabilitation Counseling Services (ORCS) referred 182 job offers to OSEM.

Strategy:

• Continue implementing employment projects through the development of self-employment.

Progress Report:

CSEM offered 1,148 workshops on job search and summary preparation, among others. They

also offered 706 technical guidance and / or assistance to consumers for the development and

evaluation of proposals. The Regional Committee for the Evaluation of Self-Employment

Proposals conducted 48 evaluations of the Business Plan presented by consumers with the goal

of self-employment.

Strategy:

• Continue with programmatic monitoring and technical assistance to Community Rehabilitation Programs (CRP) to guarantee quality and agility of services to consumers

with the most significant impediments.

Progress Report:

OSEM conducted 11 monitoring of the CRPs during the 2017 program year, with a compliance

result of over 90% in 45% of them. Similarly, OSEM carried out 11 monitoring during the 2019

program year. The results of these are as follows:

CRP Date

Monitoring

Compliance

percentage

National Association of the Blind (CRECES) July 18, 2019 66

Training Center People with Disabilities (CAPI) July 17, 2019 73

Centro Nuevos Horizontes July 16, 2019 100

College of Special Education and Integral Rehabilitation

(CODERI)

July 15, 2019 100

Pre-vocational Institute (IPVI) July 17, 2019 70

Independent Living Reach Movement (MAVI) July 19, 2019 73

Puerto Rico Down Syndrome July 17, 2019 63

Empleo Alianza July 15, 2019 13

The Corporate Source July 15, 2019 71

Program for Assistance for Educational and Social

Rehabilitation (PARES INC.)

July 16, 2019 83

The Office of Quality Control and Program Management (OQCPM) developed the Survey of

Training Needs of CRP staff that provides services to VRA consumers, which was sent to the

CRPs by the State Rehabilitation Council (SRC). Based on the results of the needs survey, the

OQCPM collaborated with the SRC in identifying resources that offered training on May 10, 2019

to 57 professionals, among which: CRP employees; CSEM’s staff and SRC councilors.

Strategy:

• Coordinate VRA consumer participation in employment-related activities available at the American Job Centers and other WIOA components.

Progress Report:

The American Job Centers (AJC) referred approximately 248 cases to the VRA. The CSEM’s

offered 219 orientations in the AJC. The Rehabilitation Counseling Service Centers (RCSC)

offered 288 orientations in the AJCs and 584 participants benefited.

The VRA developed the 2017-04 Normative Communication “Role of the Vocational

Rehabilitation Administration (VRA) in the American Job Centers and the VRA Referral Form to

the AJCs.

Strategy:

• Continue with the referral of consumers who are beneficiaries of Social Security

Disability Insurance (SSDI) to the Caribbean Program of Work Incentive Planning and

Assistance (CWIPA) for the Service of Planning Counseling of Benefits

Progress Report:

During the 2017 and 2018 program years, 21 Counseling authorizations for Benefit Planning

were SRCtified as ‘service provided’; and 30 are in process (they have not been SRCtified as a

service provided). This, for a total of 51 authorizations generated in the periods.

Strategy:

• Share with the SRC the normative communications that govern the provision of services.

Progress Report:

The VRA shared with SRC a total of 13 Normative Communications that had been provided to

the counseling staff.

Strategy:

• Continue with the programmatic monitoring of the service delivery process to ensure

compliance with public policy.

Progress Report:

The ORCS conducted internal monitoring to evaluate the process of providing services,

recommendations for self-employment services and occupational equipment; analysis of: cases

closed in the applicant stage, eligibility determinations in 60 days or less and development of

the service plan in 90 days or less, the amount of expired plans was also evaluated, and

purchases of assistive technological equipment to guarantee services offered to the consumers

of the VRA; achieving:

• 107 internal monitoring of the service delivery process with 180 monitored files;

• 12 internal monitoring of recommendations for self-employment services and occupational equipment with 23 files monitored;

• 1 internal monitoring of cases closed in the applicant’s stage with 21 files monitored;

• 1 internal monitoring of the service request process (60-day analysis) with 151 files

monitored;

• 1 internal monitoring of the eligibility determination process with 3 monitored files;

• 1 internal monitoring on the development process and signing of the Individualized Plan for Employment in 90 days with 151 files monitored;

• 1 internal monitoring for analysis of plans versus expired plans with 151 files monitored;

• 312 corrective actions with the objective of guaranteeing services offered to VRA consumers.

• 1 internal monitoring on the process of buying technological assistive equipment with 4

files monitored.

The RCSC carried out internal monitoring of service files of the applicants / consumers to

evaluate the process of providing services, achieving:

• 239 internal monitoring of the eligibility determination process with 483 records monitored;

• 323 internal monitoring of the development of the Individualized Employment Plan

with 597 files monitored;

• 247 internal monitoring of the transition process with 966 files monitored;

• 3,271 internal monitoring of the budget management process with 6,858 records

monitored;

• 861 internal monitoring of the stabilization process, transition to extended support and closure with 1,079 monitored files;

• 198 internal monitoring of the process of closing rehabilitated cases with 342 files monitored;

• 101 internal monitoring of the referral process with 190 monitored files;

• 26 internal monitoring of cases closed in the applicant’s stage with 86 files monitored;

• 335 internal monitoring of the training process with 484 files monitored;

• 172 internal monitoring of cases with more than 10 years with 174 files monitored;

• 584 internal monitoring of the case discussion process with 1,173 files monitored.

The OQCPM carried out 243 monitoring of electronic files. In these, compliance with the

following aspects was evaluated: eligibility determinations in 60 days or less, development of

the Service Plan in 90 days or less, and registration of Credentials obtained before the closing of

the file. The results of the process are shared with the Regional Directors, Counselors Directors

and Supervisors

Strategy:

• Continue to provide technical assistance to supervisory services for counseling services to improve decision-making in case management.

Progress Report:

The ORCS carried out the following activities:

• 4,119 technical assistances through the user help desk of the mechanized service

delivery system called: Customer Rehabilitation Information System or CRIS;

• 7,014 technical assistance to: Vocational Rehabilitation Counselors (CRV), supervisory

services supervision staff; RCSC directors and Regional Directors, to improve decision-

making in case management, compliance with evaluation standards and performance

indicators and increase the level of compliance of the CRVs that achieve the established

goals;

• 312 corrective actions with the objective of guaranteeing services offered to the VRA consumers.

Strategy:

Refer VRA consumers to the services of other WIOA components (Literacy, Adults and other

programs) to expand their employment skills.

Progress Report:

The VRA referred to the Programs under the WIOA Titles a total of 275 consumers. CSEM

maintained contact with AJC Ponce to identify new proposals in the WIOA Adult and Youth

Program in January, February, March April, May and June 2019; managing to impact 10 people.

Goal 2

Ensure the provision of services to youth with eligible disabilities, and pre-employment

transition services to students with disabilities from Transition, so that they obtain an

employment result.

Strategy:

• Continue with the monthly monitoring of eligibility determinations in 60 days or less and the planning and signing of the PIPE in 90 days or less, of the youth referred to

transition to the VRA.

Progress Report:

The OQCPM monitored compliance with these measurement criteria, achieving:

• during the 2017 program year; 93% in the eligibility determinations of the cases

referred by the schools were carried out in 60 days or less; and 90% of the plans were

developed in 90 days or less.

• during the 2018 program year; 93% in the eligibility determinations of the cases referred by the schools were carried out in 60 days or less; and 95% of the plans were

developed in 90 days or less.

Strategy:

• Maintain the participation of the CRV in the COMPU meetings of the transitional youth.

Progress Report:

Rehabilitation Counseling Analysts (ACR):

• They reported 5,799 young people with Transition impediments to the CRV.

• They achieved a total of 2,094 participations at COMPU meetings.

• The CRV achieved a total of 277 participations to COMPU meetings

Strategy:

• Offer Pre-Employment Transition services.

Progress Report:

The VRA coordinated the offering of services and mandatory activities as part of the Pre-

Employment Transition (Pre-ETS) services, achieving:

The OAA carried out the following activities:

• Completed performance evaluation of 56 transition students who participated in the

Work Based Learning Experience in August 2017.

• Revised Collaboration Agreement between the VRA, Department of Labor and Human

Resources and the Department of Education (DE) to provide pre-employment services

to ED students with disabilities who meet the criteria for receiving Pre-ETS services as

established by the WIOA Law.

• Formalized the Project to Offer Vocational Evaluation Services through a Mobile Unit as

an innovative alternative, for which it carried out the following activities:

1. Require approval of the Rehabilitation Services Administration (RSA).

2. Require approval from the Office of Management and Budget.

3. Participated in a meeting at the General Services Administration (ASG) to clarify doubts

and require guidance on the pre-auction procedure and formal auction.

4. Prepared and submitted to the director of the Purchasing Division of the VRA a detailed

and descriptive report of the components of the mobile bus; This responded to a request

from the ASG for the pre-auction.

5. Participated in the formal auction held on April 30, 2019.

• 1,200 students benefited from pre-employment transition activities coordinated by the Assessment and Adjustment Centers / Assessment and Adjustment Units.

The VRA planned and coordinated the offer of mandatory activities through service fairs and

workshops to students in the process of transition from the ED between the ages of 14 to 21,

including those receiving special education services or under section 504 of the Rehabilitation

Law achieving:

• Work Based Learning Experience Activity (July 2017).

• 2,475 young people with disabilities participated in the experience

• Services Fair and closing of the work-based learning experience (1 / August / 2017)

• 69 employers lent their facilities so that transition students had a real work experience.

• November / 2017 - Hiring of five (5) service providers, achieving: 4,937 students benefited from pre-employment transition activities coordinated by service providers

through service fairs.

• January / 2019 - Hiring of twelve (12) service providers, achieving: That 3, 656 students benefited from pre-employment transition activities coordinated by the entities through

service fairs.

• Evaluation of Proposals of entities interested in providing workshops / trainings / orientations to students in the transition process of public schools and colleges between

the ages of 14 and 21, including those receiving special education services or under

section 504 of the Law of Rehabilitation. The following activities were carried out:

1. Public Notice in press

2. Proposal Evaluation Committee was instituted

3. Proposal Evaluation

4. Establishment of contractual conditions for service provision

• Managed the signing of Executive Order No.: 2019-05 (March 18/2019), which encourages and promotes students with disabilities who receive special education

services or under section 504; receive pre-employment transition services by

participating in Work-Based Learning Experiences (WBLE), in the agencies and

instrumentalities of the Government of Puerto Rico.

• 97 contracts formalized with agencies and instrumentalities of the Government of

Puerto Rico that participated in the Work-Based Learning Experience (June and July

2019).

• 2,829 young people with disabilities participated in the work-based learning experience.

Strategy:

• Continue with the identification of the transition consumers referred and served in the CAA.

Progress Report:

The Centers / Units of Assessment and Adjustment (CAA / UAA) received 2,229 referrals of

cases at transition ages and offered a total of 2,074 services.

Strategy:

• Continue with the identification of the transition consumers referred and served in the

CSEM and the results of these young people in the different employment modalities.

Progress Report:

388 Transition consumers were referred to the Support Centers and Employment Modalities

(CSEM). 175 Transition consumers with employment results (St. 26) were served in CSEM in the

following modalities:

• Regular Employment: 96

• Supported Employment: 75

• Self-management: 4

Strategy:

• Strengthen the relationships between the DE and the VRA to facilitate the identification of students who can benefit from Transition services.

Progress Report:

The VRA participated in 20 meetings with the Special Education Advisory Committee.

Strategy:

• Continue to guide school personnel on the services of the VRA.

Progress Report:

19,612 guidance were offered on the transition process to:

• Parents: 7,746

• Teachers: 2,744

• Students: 9,122

Goal 3

Strengthen the relationship with employers to identify opportunities for integrated competitive

employment and career exploration.

Strategy:

• Provide training and technical assistance to employers on ADA requirements, work-

based learning experiences, recruitment of people with qualified disabilities,

accommodations in employment, among others.

Progress Report:

OSEM carried out the following activities:

• It offered guidance to the CRP TIPCO on Auto intercessory, this in coordination with

Support Analyst and Employment Modalities, in May 2018.

• Provided technical assistance to the CRP CODERI related to WIOA requirements (new services related to extended services).

• Established contact with the Industry for the Blind Company in North Carolina for the recruitment of blind people; it also shared the information with the Rehabilitation

Counselors. Subsequently, It contacted executives of the company located in Mayagüez,

PR in order to explore available employment opportunities and the viability of

recruiting people with disabilities.

• It participated in a monthly “call conference” with the Puerto Rico Federal Buildings-

GSA including the New York region to monitor potential stores for commercial facilities.

• It offered technical assistance to six employers who have recruited VRA consumers in

order to guarantee their permanence in employment.

• Participated in a meeting with the president of the Ponce Employers Committee (May

2019).

• Participated in a meeting of the Carolina Board of Trustees, in which the president and

employers were present (June 2019).

• It directed the Public Affairs Manager of Walmart Puerto Rico regarding the recruitment of people with disabilities and explored the feasibility of coordinating work-based

learning experience opportunities in June 2019.

CSEMs carried out the following activities:

• They offered approximately 1,393 orientations to potential employers.

• They offered approximately 540 orientations by telephone communication to potential employers.

• They sent approximately 315 electronic communications to potential existing employers.

• They offered approximately 1,684 face-to-face technical assistance, telephone and

electronic communication; impacting approximately 999 people.

Strategy:

• Continue to grant salary incentives to employers to promote employment opportunities for consumers.

Progress Report:

• The VRA formalized 4 salary incentive contracts, benefiting 7 consumers.

Strategy:

Continue to participate in meetings of the State Board and Local Boards of WIOA.

Progress Report:

• VRA staff participated in 43 meetings of state and local boards.

• The VRA attends monthly, or as convened at meetings scheduled by the different public

and private agencies with a view to joining efforts aimed at providing services to people

with disabilities, such as: Employers Committee; Proposal Review Committee;

Monitoring Committee; Committee for Persons with Disabilities; American Job Centers,

among others.

Strategy:

• Maintain the active participation of VRA personnel in activities that bring employers together.

Progress Report:

The VRA participated in approximately 57 job fairs and other activities in the community. Some

of the activities were the following:

• Educational and Occupational Fair called: You are the Protagonist of your Success Story,

in March 2018 and 154 people were impacted.

• Job fair called: Meeting, Innovation and Job Opportunities, Passport to Work, in March 2018 and 180 people were impacted.

• Economic Development Forum: The Cooperative Model, a solution to boost the Economic Development of the Southwest Area (Information Board), in August 2018 and

22 people were impacted.

• Employment Fair of the Government of Puerto Rico (El Capitolio de PR) in August 2018, approximately 28 employers participated, and 5 consumers benefited.

• Participation in educational activity with the North Board of Trustees. The theme was:

Sexual harassment in the workplace, in August 2018; Approximately 25 employers

benefited.

• Tu Cámara Emprende (Information Board), in September 2018 and 20 people were

impacted.

• Orientation: How should we work with deaf people (Information Board), in September

2018 and 50 people were impacted.

• Participation in: Self-Employment and Entrepreneurship Event for Young People with Disabilities, in September 2018 and 57 people were impacted.

• Employers Workshop: “Fit in or Set Out”, in October 2018 and 36 people were impacted.

• Meeting with President Committee of Employers at the University of Turabo in October 2018, 1 person was impacted.

• Employers Committee Meeting at the University of Turabo (6 / October / 2018), 3

employers participated, and 2 representatives of the VRA (director of CSEM and

Analyst).

• Employment Fair of the Municipal Alliance of Integrated Services, in October 2018; 5

service agencies participated, and 4 consumers benefited.

• Transition to the World of Work fair at the University of Turabo in October 2018, 15 employers participated, and 5 consumers benefited.

• Employment Fair for the Tourism-Hotel Industry at the Puerto Rico Convention Center in October 2018, 4 consumers benefited.

• Employer Workshop Collaboration: Recent Changes Labor Licenses, in November 2018 and 30 people were impacted.

• Job fair in the Arecibo Region in December / 2018

• Conference to employers: The key concepts in sound and hearing loss in December /

2018 and 12 employers benefited.

• Job fair at Pueblo Supermarket Offices in January2019, 3 consumers benefited.

• Participation with the Ponce Employers Committee / WIOA Employment Service during a visit to Hogar San Miguel in January 2019, and 20 people were impacted.

• Job fair of the Jobs for You agency in Caguas, in January 2019, 5 people were impacted.

• Job fair produced by Brenda Marrero and Associates in February 2019, 5 consumers benefited.

• Job fair in Sizzler, Ponce in February 2019, 10 consumers benefited.

• Job fair at La Esperanza School in February / 2019, and 23 people were impacted.

• Workshop: Ergonomics and Technological Assistance with Ponce Employers

Committee/WIOA Employment Service in February 2019, and 31 people were impacted.

• Presentation of VRA-CSEM Talent Bank to Zimmer in April 2019, and 2 people were impacted.

• Job fair in Villa Parguera, Lajas in April 2019 and 40 people were impacted.

• Participation with the Coamo Employers Committee in Educational Seminar in April 2019 and 12 people were impacted.

• Restaurant Industry Recruitment Fair in May 2019, approximately 20 employers

participated, and 145 people were impacted.

• Camera in your Community at the Aguadilla Mall in May 2019, 6 people were impacted.

• Orientation: Care of the Golden Age, at the Direidi Nursing Home in May 2019, and 28

people were impacted.

Strategy:

• Refer to programs under Wagner-Peyser VRA consumers who possess skills and credentials to be marketed with employers.

Progress Report:

• The VRA referred 146 consumers to the programs under Wagner Peyser.

Goal 4

Maintain the process of dissemination of VRA services, emphasizing the criteria of eligibility and

provision of rehabilitation services to persons with disabilities.

Strategy:

• Continue the dissemination on the revision of the State Plan to be submitted for public

comments in order to guarantee the participation of applicants / consumers, the general

public and employees of the agency.

Progress Report:

The OQCPM carried out the following activities:

• In March 2018, it directed the members of the State Rehabilitation Council on the official plans of the agency, including the Unified State Plan and the Strategic Plan; and provided

them with technical assistance for the development of their recommendations.

• In April 2018, it held a meeting with the management staff of the VRA program offices to review the Goals, Priorities and Strategies of the State Plan.

• In June 2018, 26 directors of: Central Level, Regional, Rehabilitation Counseling Service Centers, Assessment and Adjustment Centers, and Employment Support and Modalities

Centers were directed to the official plans of the agency, including the State Plan Unified

and the Strategic Plan.

• It Completed the revision of the Portion of Vocational Rehabilitation Services 2018-2020

of the Unified State Plan 2016-2020; complied with submitting this to the Department of

Economic Development and Commerce (DDEC) for the applicable publication process.

• In October 2018, it wrote a Public Notice notifying the availability of the draft of the VRA

portion of the Unified State Plan for consumer comments and the general public to this

document. At the same time, he urged in the Public Notice that any comments to another

section of the Unified State Plan be addressed to the DDEC (electronic address

indicated). The Public Notice was sent to the six regional offices and was placed in each

of the waiting rooms; in turn it was placed on the bulletin boards of the offices /

divisions / areas of the Central Level. On the other hand, the DDEC publishes a Press

Notice about the availability of the Unified State Plan and its availability for comments.

Personnel from the administrator's office participated in 2 meetings related to the Unified State

Plan in the DDEC and in the Department of Labor and Human Resources on July 17, 2018.

Strategy:

• Continue participation in outreach activities in the community, by the VRA and/or in coordination with SRCPR and other basic programs under WIOA.

Progress Report:

The ORCS offered 21 guidelines on the services offered by the VRA benefiting 799 people, which

are detailed below:

• Services Fair on August 1, 2017; 650 people impacted;

• Deafblind Advisory Committee of Puerto Rico on August 24/2017, with the participation

of 10 people;

• RYAN Program (Ryan White Law of 1990) on October 31, 2017, with the participation of

one (1) person;

• Department of Correction; on November 1, 2017, with the participation of one (1) person;

• Labor Development Board on December 19, 2017;

• Labor Development Board on January 29/2018, with the participation of one (1) person;

• Medical Center Trauma Hospital on February 20, 2018, with the participation of one (1)

person;

• Specialized School on 6 / March / 2018, with the participation of one (1) person;

• Committee for People with Disabilities-Local Area Board Labor Development

Guaynabo/Toa Baja on March 8, 2018;

• Movement for the Reach of Independent Living on April 18/2018, with the participation of one (1) person;

• Department of Justice on July 13, 2018, with the participation of eight (8) people. The orientation was provided by ORCS and OAA staff;

• Goodwill Grays LLC agency dedicated to job search and development of occupational skills on July 26, 2018, with the participation of 14 people;

• Program of the Blind and People with Mental and Developmental Physical Disabilities

Industry (CIRIO) on 6 / September / 2018, with the participation of five (5) people;

• Mech-Tech College of Caguas on 6 / September / 2018, with the participation of 30

people;

• Colegio San Ignacio de Loyola on September 24, 2018, with the participation of eight (8)

people;

• Puerto Rico Department of Public Security on October 19, 2018, with the participation of 19 people;

• State Council for Independent Living on February 14/2019, with the participation of 25 people;

• Patient Procurator on April 25/2019, with the participation of three (3) people;

• Associate Secretary of Special Education on May 1, 2019, with the participation of 10

people;

• Department of Housing on June 4, 2019, with the participation of 10 people;

• University of the Sacred Heart on May 29, 2019, by telephone. Orientation was offered to

one (1) person about the service of scorers and readers.


• Developed the Survey of Training Needs of the personnel of the CRP Community

Rehabilitation Programs that provide services to VRA consumers; which was sent to the

CRPs by SRC.

• Collaborated with the SRC in the identification of resources that offered training on May 10, 2019 to 57 professionals among which participated: CRP employees; CSEM’s staff

and SRC councilors and this based on the results of the needs survey. In this activity, the

availability of the satisfaction survey for consumers and employers was reported.

• It collaborated in the review of the surveys administered to consumers and employers, published on the SRC website on March 14, 2019.


• It offered guidance to 16 employees of the Municipality of Manatí related to the services

offered in the Centers and Units of Assessment and Adjustment.

• Provided guidance on VRA services to the administrative staff of Mech-Tech College on

September 14, 2018, with the participation of 22 people.

• Offered guidance through one (1) interpreter of the agency's signs, in the Student Services Division of the University of Puerto Rico on March 1, 2019, benefiting 47

teaching and non-teaching professionals.

• Offered guidance on the provision of services in the CAA / UAA to professionals and students of Occupational Therapy at Huertas College on May 3, 2019, benefiting 13

professionals.


• Coordinated and participated in a meeting with staff of the Federal Department of Labor (Division of Standards and Wages) discussed aspects established in WIOA for employers

and provided guidance on the services of the VRA.

• Participated in several meetings with the State Council of Developmental Deficiencies (27/February/2019; 27/March/2019; 9, 17 and 25 /April/2019).

• Provided guidance on VRA services and served as liaison with other agencies on May 15, 2019.

CSEM participated / developed in various activities, some of these were the following:

• Mayaguez / Las Marias Labor Development Area Services Fair (August 2017), nine (9) people were impacted.

• Chamber Services Fair in your Community (August 2017), 32 people were impacted.

• Stop & Go Services Fair / Office of the First Lady / Fortaleza (November 2017), 96

people were impacted.

• Aguada Convention Center Services Fair (December 2017), 95 people were impacted.

• Service Fair at the Bobby Cruz de Hormigueros Convention Center (April 2018), 280 people were impacted.

• Services Fair: Government Services Summit (May 2018), 99 people were impacted.

• Member of the Mentoring Committee of the Libera Incubator of the MATRIA Caguas

Project (August 2018), eight (8) people were impacted.

• It offered guidance on Law 51 and Supported Employment at Juan Cancio Ortiz School

(October 2018), impacting 19 students.

• Interagency Meeting at the Humacao Judicial Center (October 2018, and April 2019), 13

agencies participated.

• Consolidated Cigar Corporation Services Fair (October 2018), approximately 100 employees were impacted.

• Workshop: How much power do I have to be successful, in December 2018, impacting 14 consumers.

• Participation in Cross Training of Mandatory Partners of the Carolina Labor Development Board, in November 2018, impacting 48 people.

• Workshop: Preparation for job interview (February / 26/2019) at the Julia de Burgos

Protected House, 16 people were impacted.

• Orientation at Bristol Myers Squibb Factory, in March and April 2019, impacting 22

people.

• Orientation at Aspen Factory, in April 2019, impacting approximately 15 people.

• Services Fair on April 9, 2019, 155 people were impacted.

• Participation in Innovative Conversation towards Northwest Business and Labor Development, on May 1, 2019, 17 people were impacted.

• Services Fair on May 21, 2019, 114 people were impacted.

Strategy:

• Continue with the dissemination of VRA services in the "American Job Centers" (AJC).

Progress Report:

The CSEM offered 219 orientations in the AJC. The RCSCs offered 288 orientations in the AJC.

CSEM offered talks / workshops / orientations to participants and / or employees of the AJC;

some of these activities are as follows:

• Workshop: Preparation of resume and job application (July 2018; January 2019 and

February 2019)

• Workshop: Frustration Management (July 2018) ü Workshop: Job interview (July 2018)

• Workshop: Developing our personal appearance (July and August 2018 / April and May 2019)

• Workshop: Effective communication and interpersonal relationships in employment (July, August and September 2018 / February, April, May and June 2019)

• Workshop: Strengthening our self-esteem (July, August and September 2018; March

2019, May and June 2019)

• Workshop: Fundamental actions in employment / Attitude management (August 2018)

• Workshop: Decision making in employment (September 2018)

• Workshop: Work culture incursion (September 2018 / March and April 2019)

• Workshop: Critical management (September 2018) ü Guidance on VRA / CSEM services to staff of:

1. AJC Ponce (August 2018), impacting 10 people

2. AJC Coamo (November 2018), impacting two (2) people

3. AJC Mayagüez (December 2018 / June 2019), impacting 37 people

4. AJC Arecibo (October to December 2018/May and June 2019), impacting five (5) people

5. AJC Manatí/Dorado (October to December 2018/May and June 2019), impacting seven

(7) people

• Guidance on VRA/CSEM services to AJC participants of:

1. AJC San Juan (October and November 2018), impacting 13 people

2. AJC Mayagüez (November and December 2018), impacting 24 people

3. AJC Ponce (January 2019), impacting 16 people

4. AJC Mayagüez (February 2019), impacting 10 people

5. AJC Mayagüez (March 2019), impacting 10 people

6. AJC Manatí / Dorado (February and June 2019), impacting two (2) people

• Guidance on the services of the self-management modality (September 2018), impacting 17 people.

• Presentation of CSEM Talent Bank and identification of job offers at AJC Ponce (November 2018 / January, February, March, April, May and June 2019), impacting 19

people.

• Workshop: What to do to keep our job? (January 2019)

• Workshop: Important areas in the job interview (January, February, March, April, May

and June 2019)

• Workshop: Strengthen areas of need in a job (February and April 2019)

• Workshop: Misuse of social networks (April 2019)

• Workshop: Decision making (June 2019)

Strategy:

• Continue with the dissemination of services in radio, television and press programs, as

requested by said media.

Progress Report:

The VRA participated in the following outreach activities:

Date Name of station

(radio/TV)

Topic

3/13/2018 WIPR 940 (radio

interview)

Conversation about the Week and Day of the Rehabilitation

Counseling Professional

4/17/2018 Press release

reviewed by News

Forum

Delivery of applications to participate in the Work-Based

Learning Experience


reviewed by La

Fortaleza

Increase in benefits for applicants and consumers of the

agency

6/11/2018 Press release by La

Fortaleza and Ponce

News

Work Based Learning Experience

8/10/2018 Website review of:

Notiuno and Al Aire

Victoria 840

Completion and closure of the Work-Based Learning

Experience


reviewed by La

Fortaleza

Payment to youth who participated in the Work-Based

Learning Experience


reviewed by First

Time, WIPR

Signing of Agreement between the VRA and the Department

of Education of PR


reviewed by WIPR

Extension of the application period to participate in the

Work-Based Learning experience

2/20/2019 Press release Start of Services Fairs


reviewed by Primera

Hora

Signing of Collaborative Agreement between the VRA and the

Department of the Family so that students with disabilities

who receive services from the VRA participate in the Work-

Based Learning Experience program

Date Name of station

(radio/TV)

Topic

3/19/2019 Channel 4: WAPA TV Conversation about the Week and Day of the Rehabilitation

Professionals and Promotion of the Services of the VRA

3/19/2019 Channel 4: WAPA TV Promotion of the VRA Services

4/2/2019 Press release Young people with Autism Spectrum Disorder work as VRA

employees for a day

5/13/2019 Press Release

Review by: WIPR

Interagency effort in favor of the deaf population in Puerto

Rico


Review by: WIPR

Increasing the number of students with disabilities

requesting employment opportunities through the VRA


Review by: WIPR

Training for interpreters for the deaf on meteorological

terminology

Goal 5

Strengthen administrative, fiscal and programmatic procedures so that they comply with the

established regulations and required institutional efficiency.

Strategy:

• Offer training to staff, to strengthen knowledge and skills necessary in the performance

of their duties.

Progress Report:


• Guided Transition Analysts in the six regions of the VRA on pre-employment transition services, benefiting 12 professionals (January 15, 2019).

• Reinforced the process of providing services and meeting goals to the agency's

counseling staff, benefiting 24 professionals (January 18, 2019); personnel from the six

regions of the agency participated (Regional Directors, directors of the: Counseling

Services Centers, Assessment and Adjustment Centers and Support Centers and

Employment Modalities).

• Provided guidance on the Impact of the WIOA Law to central and regional level

management staff, benefiting 12 professionals (March 18, 2019).

• Through the Workforce Innovation Technical Assistance Center (WINTAC), counseling

personnel from the six regions of the agency were trained, benefiting 475 professionals

(March 19-20, 2019).

• In collaboration with the OAA, it offered guidance on the implications of WIOA in the process of providing services to Toa Baja CAA staff on June 6, 2019, including: CRV, CAA

Analyst, Teachers, Vocational Evaluators and Occupational Therapist.

The RCSCs represented by the supervisory staff coordinate administrative meetings, offer

mentoring, discuss normative communications and reinforce issues related to the provision of

services.


• Held a conversation with CRV of the Caguas Region on January 30, 2019.

• They directed the directors of the Support Centers and Employment Modalities and Regional Directors related to the Job Club initiative and the results of the first

experience on February 11, 2019.

CSEM carried out the following activities:

• 457 RCSC staff orientations

• 19 guidance to CAA staff

• 1,891 technical assistances to RCSC staff;

• 47 technical assistances to CAA staff

• 56 guidance to CRV on labor market trends and occupations with higher demand


• Provided face-to-face and telephone technical assistance to Rehabilitation Counselors and / or Counseling Supervisors. The theme was: How to correctly complete the fields of

information to PIPE and record comparable benefits. Six (6) sessions (one (1) per

region).

• Technical assistance to Regional and Counseling Directors on productivity goals / indicators (via email and telephone).

• Guidance on State and Strategic Plan to 26 employees (June 27, 2018), among which

there were 20 rehabilitation counselors who hold management positions.

• Training for 211 employees in the counseling area of the six regions of the agency

(November and December 2018), among which were: Rehabilitation Counselors (CR),

Counseling Supervisors (SC), Directors of Counseling Service Centers (DCSCR), and

Counseling Services Technicians (TSC). The training theme was: How to Complete the

WIOA Follow Up Screens (post-exit monitoring) and Information on Productivity

Indicators.

• Collaborated with the State Rehabilitation Council in the identification of resources that

offered training on May 10, 2019 to 57 professionals among which participated: VRA

CSEM staff, SRC councilors, and employees of the Rehabilitation Programs The

Community is based on the results of the needs survey.


• 4 trainings and / or workshops and / or orientation to professionals of the Assessment

and Adjustment Centers (Occupational Therapists and / or Occupational Therapy

Assistants; Vocational Evaluators and Counselors in Vocational Rehabilitation) and others (to professionals in the process of completing SRCtification in Vocational

Evaluation) to 41 employees. They were:

1. Pre-Employment Skills for Students in the Process of Transition to Adult Life and the

Importance of Occupational match from the Perspective of the Counselor in Vocational

Rehabilitation in the Planning of Occupational Goals to 15 employees (15 /

September/2017).

2. Work samples of the VALPAR System for 18 employees and 8 external professionals

(August 30 and 31 and September 1, 2017).

• Guidance on Regulatory Communications: 2018- 02 Procedure for the use of test work

experiences (ETP), 2018- 03 and 2018- 05 Collaboration Agreement / Referral Form for

Pre-Employment Transition Services (PRE ETS ) to Students with Disabilities Referred

by the Puerto Rico Department of Education (DEPR) to the Vocational Rehabilitation

Administration (VRA) to 70 employees (December 1, 2017; March 1 and 8, 2018),

among which were Directors Regional, Directors of the Assessment and Adjustment

Centers, Directors of the Vocational Rehabilitation Counseling Service Centers,

Assessment and Adjustment Analysts, Vocational Evaluators, Supervisor of the

Assessment and Adjustment Center.

• Guidance to CRV on the services offered at the Assessment and Adjustment Centers

(CAA) in the areas of Occupational Therapy and Speech and Language Pathology to 20

employees (February 20, 2018).

• Coordinated and offered guidance on the Occupational Demand Occupations in the Labor Market to 23 Vocational Assessors (March 8, 2018) with staff from the

Department of Labor and Human Resources.

• Training Vocational Evaluators on Psychometric Properties in the Vocational Evaluation Tests to 23 employees (6 / April / 2018 and 4 / May / 2018), among which there were

Vocational Evaluators and a CAA director.

• Training for Occupational Therapists about the COMPASS Functional Assessment Software (AM) Technological Assistance Program and Discussion of report formats for

occupational therapy services to standardize them (Wheelchair Evaluation, Technology

Assistance Evaluation) (PM) to 19 employees (20 / April / 2018).

• Training for Vocational Evaluators on the Theory, Administration and Interpretation of

the Test of Vocational Interests and Computerized Self-Efficiency Cirrena Gerena

Computerized to 17 employees. It was held at the Test Innovation Company in San Juan

(May 11, 2018).

• Training on the Importance of Occupational match From the Perspective of

Rehabilitation Counselor in the Planning of Occupational Goals. Pre-Employment Skills

and Transition Process to Adult Life to 22 employees (May / 23/2018) among which

were Workstation Professionals, Areas of Functional Academic Skills and Pre-

Employment.

• Guidance to 29 professionals in the counseling area of the San Juan Region regarding

those referred to the Assessment and Adjustment Centers (CAA), the purpose, the

indicators and how to write the question of that referral, according to the services

requested to 28 CRV and the Regional Director, on September 21, 2018.

• 1 training on the vocational evaluation process on October 25, 2018 to one (1) teacher

relocated to the CAA of San Juan.

• Provided guidance to professionals in the area of counseling regarding compliance with

the Interagency Agreement for services offered to injured workers between the VRA and

the State Insurance Fund Corporation, benefiting 45 professionals (7.13, and December

20, 2018).

• 1 training for CAA / UAA professionals. The theme was: Characteristics and functioning of the person with autism / Intervention strategies for the process of evaluation and

development of skills on 2 / May / 2019, benefiting 51 professionals.

• 3 training and professional training in the area of vocational evaluation to be located in the CAA of Caguas from 3 to 5 / June / 2019, benefiting 1 professional.

• 1 training and training related to the APTICOM test to a professional transferred to the Vocational Evaluation area on June 17, 2019.

• 1 sign language guidance on the terminology used when reporting natural phenomena

on June 26, 2019. They joined in this effort, the Bureau of Emergency Management, the

VRA and the National Meteorological Service, benefited 4 interpreters to signs of the

agency.

• Collaborated in the coordination of the Second Vocational Evaluation Symposium:

Change Strategies, held on 10 / October / 2018 at the Central University of Bayamón,

benefiting 21 professionals among whom were CAA / UAA personnel: Vocational

Evaluators, Analysts and directors; and director of OSEM.

• Through the Workforce Innovation Technical Assistance Center, CAA / UAA personnel

were trained on March 19-20, 2019, benefiting 36 professionals.

The Budget Division:

• Provided individual guidance as required to senior management at the regional level

related to Use and Management of Funds. ü Trained two (2) employees in the area of

budget analysis.

• Coordinated training with the Department of the Treasury on the PRIFAS System

(January 9 and 23/2019)

The Office of Labor Affairs and Human Resources (OALRH):

• Trained 225 employees in the counseling area, distributed as follows:

151 counselors in Rehabilitation

74 support staff

• Coordinated 160 training activities for VRA personnel reaching 2,039 participations.

Some of the topics were:

1. Disaster preparedness

2. New trends and challenges in human resources management

3. Second symposium of vocational evaluation

4. Quick response in suicidal behavior situations

5. Inclusion and integration in society

6. Social evolution conflict management

7. Assertiveness and resilience in times of change

8. Technological assistance in communication

• Directed the agency's management personnel in relation to Memorandum No. 11 - 2018 of the Office of Administration and Transformation of Human Resources of the

Government of Puerto Rico, related to the update of the Employee Duties Sheet (May

2018).

Strategy:

• Continue to carry out periodic evaluations of the performance of the agency's employees

to ensure institutional effectiveness.

Progress Report:

Through electronic communication (December / 2017 and February / 2018), OALRH guided all

supervisory personnel, directors and senior advisors at the island level, in relation to

amendments made to the form called the Performance Evaluation and Development System. 90

VRA management employees benefited from the orientation. In turn, 713 employees were

evaluated during the period.

Strategy:

• Maintain the level of financing of the State Council for Independent Living (CEVI) and

the State Council for Rehabilitation (SRC), to assist and support its operations; and in

coordination with the VRA to develop employment and independent living

opportunities for our applicants/consumers.

Progress Report:

• The VRA provided an allocation of funds to both councils during the 2017 and 2018

program year. In addition, it maintains agency representation and collaboration on both

councils.

Strategy:

• Update administrative, fiscal and programmatic procedures in accordance with established state and federal regulations, and the socio-economic situation of the

country, as necessary.

Progress Report:

• During the 2017 and 2018 programs the agency developed official communications for

this purpose. Some of the aspects were: Procedure to refer applicants / consumers of

the Vocational Rehabilitation Administration with auditory conditions for the

acquisition of the Caption Call telephone; Manual of Vocational Evaluation Procedures;

Procedure to provide extended services to young people with more significant

disabilities, consumers of the vocational rehabilitation administration, placed in

employment under the modality of supported employment; Procedure for the use of test

work experiences; criteria for receiving pre-employment transition services; Integrated

Competitive Employment; Procedure to recommend commercial enterprise by means of

the Randolph-Sheppard Law; Procedure for coding pre-employment transition services

in the Activity Logs by Program, among others.

Strategy:

• Continue to support all areas of the agency in the use of available computer systems, and develop applications to streamline processes, reports and procedures according to

needs presented by the areas and which in turn be consulted with the services and

administration staff.

Progress Report:

The Information Systems Office carried out the following activities:

• According to the electronic registry of Technical Services, a total of 1,370 services were

reported and worked during the period.

• 80 services provided in the Systems Analysis and Development Division.

• They monitored the “Kronos” system to ensure the correct implementation of the changes made in the past period.

• Provided support to the OAA with the projects of: the Mobile Unit of Vocational Evaluation and Transition Services, and the Mobile Unit of Guiding Classes; evaluating

the adaptability of the networks to the computer systems and operating equipment that

will be used, in the unit. On the other hand, he offered support with the Hydroponic

project so that the integration of the CAA ARVI system was achieved with the provision

of services in the green area station in the Assessment and Adjustment Unit.

• Evaluated and recommended recruiting company that would work on issues related to

the implementation of the project for the agency's New Case Management System.

• They participated in a meeting with staff of the General Services Division of the agency

to elucidate aspects of the platform developed to carry out the inventory of equipment

of the agency.

• They participated in 230 meetings in support of programmatic, services and

administrative offices.

• At the request of the OQCPM, OSI programmers made adjustments to the case management system to comply with federal regulations.

The OQCPM carried out the analysis of the necessary adjustments to the programming of the

existing case management system to comply with the federal requirements related to the RSA-

911 report, referred them to the OSI, and provided the programmers and counseling staff

related technical assistance.

Strategy:

• Hold participation meetings with agency staff on aspects related to public policy.

Progress Report:


• 11 meetings with a total of 36 participations, which included directors and supervisors

of the Rehabilitation Counseling Services Centers with the objective of analyzing goal

compliance.

• In addition, he guided and served as a mentor for the CRV in the implementation of

public policy aimed at complying with the process of providing vocational rehabilitation

services according to amendments to legislation, offering 271 interventions and

benefiting 329 employees.

• Coordinated and participated in teleconference with counseling services staff

(counselors and supervisors) and CAA personnel (CAA Analyst and Occupational

Therapist) on August 6, 2018, related to vehicle modification of the Mobile Vocational

Evaluation and Services Unit.

• Schedule 1 meeting with former director of OSEM to elucidate the protocol for contracting the Community Rehabilitation Programs (August 13, 2019).

In the Finance and Budget Divisions, at least once a month, face-to-face meetings were held to

discuss particular compliance matters; others were given by telephone daily one or more times

a day. In addition, different queries related to public policy procedures were answered daily.


• Offered Guidance on the granting of contracts to entities for offering pre-employment

transition services according to federal requirements to 20 employees (November 14,

2017).

• Guidance to directors: Regional, Rehabilitation Counseling Service Centers, Appraisal

and Adjustment Centers and Units and the Employment Support and Modalities Center

related to the implementation of normative communications on the criteria for receiving

extended services and Test work experiences, benefiting 20 employees (December 1,

2017).

• Training of trainers or “Train the trainer” on 1 / March / 2018 with the RCSC of the Mayagüez Region in relation to the Normative Communication 2018- 05 Collaboration

Agreement / Referral Form for Pre-Employment Transition Services (PRE-ETS) to

Students with Disabilities Referred by the Puerto Rico Department of Education (DEPR)

to the Vocational Rehabilitation Administration (VRA).

• Guidance on the Comprehensive Action Contract to offer vocational rehabilitation

services to injured workers referred by the CFSE to 148 employees, including CRVs and

RCSC directors / supervisors.

• 3 meetings with the participation of 15 professionals of the CAA / UAA with the objective of completing works of the Poster Project in Sign Language; whose purpose is

to allow better communication with deaf people in the public agencies of the

Government of Puerto Rico, (July 13, 18, August 9, 18, and September 13, 18). The

posters were divided into three themes: Alphabet and Numbers in sign language, Basic

Sign Language and Sign Language for Health Emergencies. 1,000 impressions were

made of each of the 3 posters for a total of 3,000. The posters were distributed in 21

government agencies, corporations and with the general public.

• Started a project for the development of a Modular House in the Center for Assessment (CAA) and Adjustment of Toa Baja, whose purpose is: to develop independent living

skills in food preparation, bedroom cleaning, laundry, among others; evaluate the skills

of independent living and activities of the daily live of applicants / consumers referred

to the CAA and the Units of Assessment and Adjustment (UAA); and provide adjustment

services in the category of daily, family and community life to applicants / consumers

referred to the CAA / UAA. To carry out this initiative, he carried out:

o 2 meetings (April 3, 2019 and May 14, 2019) with the participation of 12 agency

professionals

o Quotation for the purchase of equipment and materials, development of the plan

of the selected place, the distribution of space and work with the furniture.

OSEM:

• They directed CSEM directors about customized employment services and discussed the draft normative communication.

• They met with the director of the OSI and analyzed alternatives for the creation of an

annotation code in CRIS “Consumer Rehabilitation Information System” related to the

customized employment service, it will be included in the communication for these

purposes.

• They met with director of the Purchasing Division for guidance on: the purchase of

occupational equipment for small businesses and the Normative Communication Wage

Incentive Formulas and Hiring and Payment Process.

• In coordination with the CSEM of Arecibo and its Regional Director, the “Job Club”

project was presented to the directors of CSEM and Regional Directors (29 / November

/ 2017).

• Participated in one (1) guidance in conjunction with the directors of OAA and ORCS related to the implementation of normative communications on the criteria for receiving

extended services and test work experiences, benefiting 20 employees (December 1,

2017), among which there were directors: Regional, Rehabilitation Counseling Service

Centers, the Valuation and Adjustment Centers and Units and the Employment Support

and Modality Centers.

• Participated in union with directors of ORCS and OAA in guidance on the granting of

contracts to entities to offer pre-employment transition services according to federal

requirement to 20 employees (November 14, 2017).


• Throughout the period, the OQCPM continued to analyze the way in which users of the

CRIS System record the data used for federal reports and provide them with individual

technical assistance. Based on this, it generated emails with group instructions to the

counseling staff about the procedures for such data recording. Next, the breakdown of

months and number (number) of messages sent: July 2017: 10; August 2017: 1;

September 2017: 2; December 2017: 7; January 2018: 5; March 2018: 1; April 2018: 1;

May 2018: 3; August 2018: 2; September 2018: 5; October 2018: 2; November 2018: 1;

December 2018: 2; January 2019: 2; February 2019: 1; March 2019: 3; April 2019: 1;

May 2019: 3; June 2019: 2; for an approximate total of 54.

• In November 2017 several of the messages were discussed in person or by telephone

with the Rehabilitation Counselors, Directors of Counseling Centers and / or Counseling

Supervisors. There were Six (6) group sessions (one (1) per region).

Strategy:

• Carry out monitoring to ensure compliance with the procedures.

Progress Report:

• The programmatic offices carried out internal monitoring during the program year (as recorded in the achievements under previous strategies), to evaluate the service

delivery process. Some of these are given to both the electronic and physical files; and to

non-profit organizations under contract with the VRA; among other.

B. DESCRIBE THE FACTORS THAT IMPEDED THE ACHIEVEMENT OF THE GOALS AND

PRIORITIES

The agency met the established goals for the VR program.

2. AN EVALUATION OF THE EXTENT TO WHICH THE SUPPORTED EMPLOYMENT PROGRAM

GOALS DESCRIBED IN THE SUPPORTED EMPLOYMENT SUPPLEMENT FOR THE MOST RECENT

PROGRAM YEAR WERE ACHIEVED. THE EVALUATION MUST:

A. IDENTIFY THE STRATEGIES THAT CONTRIBUTED TO THE ACHIEVEMENT OF THE GOALS

Please, refer to sections n and q

B. DESCRIBE THE FACTORS THAT IMPEDED THE ACHIEVEMENT OF THE GOALS AND

PRIORITIES

The economic situation of the Island affected the availability of employers to recruit, which in

turn affected the amount of supported employment successful closures.

3. THE VR PROGRAM’S PERFORMANCE ON THE PERFORMANCE ACCOUNTABILITY

INDICATORS UNDER SECTION 116 OF WIOA

For previous years, WIOA section 116 performance indicators were identified as Baseline.

4. HOW THE FUNDS RESERVED FOR INNOVATION AND EXPANSION (I&E) ACTIVITIES WERE

UTILIZED

The PRVRA carried out the following I&E activities:

• Expansion of the provision of the services to the blind persons, through referrals for

employment to the Puerto Rico for the Blind Company.

Progress Report: The company recruited consumers referred by the VRA program.

• Expansion of the provision of the services to the blind persons, with intellectual deficit

and other disabilities, through training and employment in the Corporation for the

Blind.

Progress Report: No activities were carried out during the period.

• Expansion of the availability of the training resources to the newly recruited staff (e.g. modules), through access to the internal Web page of the agency (Intranet).

Progress Report: During PY 2018 and 2019, new Normative Communications were placed on

the internal web page as a reference for new and current counseling staff.

• Continuation with the use of the video remote interpretation technology for the deaf persons.

Progress Report: The PRVRA has such technology in all its regions and is available for the deaf

persons, when necessary.

• Continuation with the financing of the SRC and the SILC to assist and support their operations as well as to develop, together with the PRVRA, better employment

opportunities and independent living for our applicants/consumers.

Progress Report: The PRVRA provided funds to SRC and SILC during the period.

Q. QUALITY, SCOPE, AND EXTENT OF SUPPORTED EMPLOYMENT SERVICES

1. THE QUALITY, SCOPE, AND EXTENT OF SUPPORTED EMPLOYMENT SERVICES TO BE

PROVIDED TO INDIVIDUALS WITH THE MOST SIGNIFICANT DISABILITIES, INCLUDING YOUTH

WITH THE MOST SIGNIFICANT DISABILITIES

Quality

The Workforce Innovation and Opportunity Act (WIOA) of July 22 of 2014, emphasizes on the

provision of the supported employment services for the consumers with the most significant

disabilities. Therefore, the PRVRA in its mission to integrate the people with disabilities into the

labor force and towards a more independent living promotes the provision of the supported

employment services leading to an employment outcome.

The Office of Support and Employment Modes (OSEM), at the central level of the PRVRA, intends

to collaborate, provide assistance and facilitate the applicability of the public policy to the

center of support and employment modes (CSEM), at the regional level, on career development

services, services to employers and development of support and employment modes for the

consumers. The OSEM staff contributes with other operational/administrative offices of the

PRVRA, in the coordination and collaboration of efforts regarding the assessment services and

the programmatic monitoring and interpretation of data/relevant information to ensure

compliance with the VR Portion of the Unified State Plan and the Strategic Plan of the agency.

The PRVRA, though its CSEMs, develops inter/transdisciplinary work teams to ensure that the

supported employment services offered by the CRPs are provided uniformly, agile and

responsive to the needs of the consumers with the most significant disabilities.

OSEM and CSME staff also carries out monitoring activities with the purpose of verify

compliance, project development, quality of services, identify limitations, use of resources, and

consumer’s participation, among others.

Scope

Individuals can receive up to 24 months of supported employment services, or more if

necessary to achieve job stabilization. In addition, youth with disabilities may receive up to four years of extended services until the youth reaches 25.

The VR counselor identifies those consumers with the most significant disabilities who could

benefit from supported employment, in accordance with the federal provisions set forth in 34

CFR 361.34. Such identification begins with the initial interview, the analysis of medical

evidence, the analysis of pre-employment skills and any other aspect relevant to the evaluation

process.

The supported employment modality is provided through the CSEMs of the PRVRA; which offer

support to the VR counselor in order to validate the vocational strengths and needs of the

applicants/consumers, as well as to promote them towards competitive integrated employment

under such supported employment modality. Prior to the consumer’s referral to the CSEM, he

may receive services in the center of assessment and adjustment (CAA) of the PRVRA in order to

be evaluated in the following areas:

• Personal skills, daily/family/community living

• Cognitive-Psychosocial skills

• Perceptual-Psychomotor skills

• Training, Job and Work skills

The referral to the CAA will identify that the consumer will be sent to a community

rehabilitation program (CRP) to be serviced under the supported employment modality,

whereby the evaluation process must have an ecological approach.

The supported employment process has been framed within the following five (5) stages

developed for the provision of these services:

Stage I. Determination of Needs

• Revision of documents: assessment of pre-employment skills, needs and support resources

• Comprehensive situational evaluation

• Determination of needs through profile evaluation

• Support: consumer and family

• Drafting of Habilitation Plan.

Stage II. Vocational Preparation/Supplementary Assessment

• Ecological evaluation

• Possible revision of Habilitation Plan

• Continuous support

Stage III. Placement Services

• Marketing Plan

• Promotion

• Occupational analysis

• Job proposal

• Reasonable accommodation

• Recruitment process

• Revision of Habilitation Plan (if it applies)

• Meetings with the employer and the family

• Continuous support.

Stage IV. Training and Job Retention

• Intensive and moderate training

• Development of natural support networks

• Revision of Habilitation Plan (if it applies)

• Evaluation/monitoring

• Submittal of reports


• Continuous support

Stage V. Stabilization and Closure


• Beginning of the employment monitoring phase (minimum of 90 days)

• Consumer’s performance evaluation carried out by the employer, supervisor and job coach.

• Identification of extended support to be provided by family, employees (co-workers), and community.

• Satisfaction survey about services provided to consumer/family/employer/counselor.

The previous information about quality, scope and extent of services apply to youth. The PRVRA

will continue to provide SE and Extended Services to youth with the most significant disabilities

referred from Transition. Through CRIS case management system the CSEM will identify those

consumers between ages 14-24.

2. THE TIMING OF TRANSITION TO EXTENDED SERVICES

In accordance to WIOA, the PRVRA will make resources available for extended services to youth

with more significant disabilities, for a period not to exceed four (4) years. These services will

be provided by Community Rehabilitation Programs through service authorization, with the

recommendation of the centers' staff.

In order to improve the quality, the scope and the extent of the supported employment services,

the PRVRA is committed to meet the goals and the strategies established and described in the

Part (n) of this VR Portion of the Unified State Plan.

VOCATIONAL REHABILITATION (COMBINED OR GENERAL) CERTIFICATIONS

1. THE (ENTER THE NAME OF DESIGNATED STATE AGENCY OR DESIGNATED STATE UNIT, AS

APPROPRIATE,) IS AUTHORIZED TO SUBMIT THE VR SERVICES PORTION OF THE UNIFIED OR

COMBINED STATE PLAN UNDER TITLE I OF THE REHABILITATION ACT OF 1973

(REHABILITATION ACT), AS AMENDED BY WIOA[14], AND ITS SUPPLEMENT UNDER TITLE VI

OF THE REHABILITATION ACT[15];

ENTER THE NAME OF DESIGNATED STATE AGENCY OR DESIGNATED STATE UNIT, AS

APPROPRIATE

Vocational Rehabilitation Administration

2. AS A CONDITION FOR THE RECEIPT OF FEDERAL FUNDS UNDER TITLE I OF THE

REHABILITATION ACT FOR THE PROVISION OF VR SERVICES, THE (ENTER THE NAME OF

DESIGNATED STATE AGENCY)[16] AGREES TO OPERATE AND ADMINISTER THE STATE VR

SERVICES PROGRAM IN ACCORDANCE WITH THE VR SERVICES PORTION OF THE UNIFIED OR

COMBINED STATE PLAN[17] , THE REHABILITATION ACT, AND ALL APPLICABLE

REGULATIONS[18] , POLICIES, AND PROCEDURES ESTABLISHED BY THE SECRETARY OF

EDUCATION. FUNDS MADE AVAILABLE UNDER SECTION 111 OF THE REHABILITATION ACT

ARE USED SOLELY FOR THE PROVISION OF VR SERVICES AND THE ADMINISTRATION OF THE

VR SERVICES PORTION OF THE UNIFIED OR COMBINED STATE PLAN;

ENTER THE NAME OF DESIGNATED STATE AGENCY

Department of Labor and Human Resources

3. AS A CONDITION FOR THE RECEIPT OF FEDERAL FUNDS UNDER TITLE VI OF THE

REHABILITATION ACT FOR SUPPORTED EMPLOYMENT SERVICES, THE DESIGNATED STATE

AGENCY AGREES TO OPERATE AND ADMINISTER THE STATE SUPPORTED EMPLOYMENT

SERVICES PROGRAM IN ACCORDANCE WITH THE SUPPLEMENT TO THE VR SERVICES

PORTION OF THE UNIFIED OR COMBINED STATE PLAN[19] , THE REHABILITATION ACT, AND

ALL APPLICABLE REGULATIONS[20] , POLICIES, AND PROCEDURES ESTABLISHED BY THE

SECRETARY OF EDUCATION. FUNDS MADE AVAILABLE UNDER TITLE VI ARE USED SOLELY FOR THE PROVISION OF SUPPORTED EMPLOYMENT SERVICES AND THE ADMINISTRATION

OF THE SUPPLEMENT TO THE VR SERVICES PORTION OF THE UNIFIED OR COMBINED STATE

PLAN;

4. THE DESIGNATED STATE AGENCY AND/OR THE DESIGNATED STATE UNIT HAS THE

AUTHORITY UNDER STATE LAW TO PERFORM THE FUNCTIONS OF THE STATE REGARDING

THE VR SERVICES PORTION OF THE UNIFIED OR COMBINED STATE PLAN AND ITS

SUPPLEMENT;

5. THE STATE LEGALLY MAY CARRY OUT EACH PROVISION OF THE VR SERVICES PORTION OF

THE UNIFIED OR COMBINED STATE PLAN AND ITS SUPPLEMENT.

6. ALL PROVISIONS OF THE VR SERVICES PORTION OF THE UNIFIED OR COMBINED STATE

PLAN AND ITS SUPPLEMENT ARE CONSISTENT WITH STATE LAW.

7. THE (ENTER THE NAME OF AUTHORIZED REPRESENTATIVE BELOW) HAS THE AUTHORITY

UNDER STATE LAW TO RECEIVE, HOLD, AND DISBURSE FEDERAL FUNDS MADE AVAILABLE

UNDER THE VR SERVICES PORTION OF THE UNIFIED OR COMBINED STATE PLAN AND ITS

SUPPLEMENT;

ENTER THE NAME OF AUTHORIZED REPRESENTATIVE BELOW

Madeline Hernández-Dipiní

8. THE (ENTER THE TITLE OF AUTHORIZED REPRESENTATIVE BELOW) HAS THE AUTHORITY

TO SUBMIT THE VR SERVICES PORTION OF THE UNIFIED OR COMBINED STATE PLAN AND

THE SUPPLEMENT FOR SUPPORTED EMPLOYMENT SERVICES;

ENTER THE TITLE OF AUTHORIZED REPRESENTATIVE BELOW

Administrator

9. THE AGENCY THAT SUBMITS THE VR SERVICES PORTION OF THE UNIFIED OR COMBINED

STATE PLAN AND ITS SUPPLEMENT HAS ADOPTED OR OTHERWISE FORMALLY APPROVED

THE PLAN AND ITS SUPPLEMENT.

FOOTNOTES

CERTIFICATION SIGNATURE

Signatory information Enter Signatory information in this column

Name of Signatory Madeline Hernández Dipiní

Title of Signatory Administrator

Date Signed 03-26-2020

1. The designated State agency or designated State unit (as appropriate) listed above

is authorized to submit the VR services portion of the Unified or Combined State Plan

under title I of the Rehabilitation Act of 1973 (Rehabilitation Act), as amended by

WIOA*, and its supplement under title VI of the Rehabilitation Act.** Yes

2. As a condition for the receipt of Federal funds under title I of the Rehabilitation Act for

the provision of VR services, the designated State agency listed above agrees to

operate and administer the State VR Services Program in accordance with the VR

services portion of the Unified or Combined State Plan , the Rehabilitation Act, and all

applicable regulations , policies, and procedures established by the Secretary of

Education. Funds made available under section 111 of the Rehabilitation Act are used

solely for the provision of VR services and the administration of the VR services portion

of the Unified or Combined State Plan; Yes

3. As a condition for the receipt of Federal funds under title VI of the Rehabilitation Act for

supported employment services, the designated State agency agrees to operate and

administer the State Supported Employment Services Program in accordance with the

supplement to the VR services portion of the Unified or Combined State Plan* , the

Rehabilitation Act, and all applicable regulations , policies, and procedures established

by the Secretary of Education. Funds made available under title VI are used solely for the

provision of supported employment services and the administration of the supplement

to the VR services portion of the Unified or Combined State Plan;** Yes

4. The designated State agency and/or the designated State unit has the authority under

State law to perform the functions of the State regarding the VR services portion of the

Unified or Combined State Plan and its supplement: Yes

5. The State legally may carry out each provision of the VR services portion of the Unified

or Combined State Plan and its supplement: Yes

6. All provisions of the VR services portion of the Unified or Combined State Plan and its

supplement are consistent with State law: Yes

7. The Authorized Representative listed above has the authority under State law to receive,

hold, and disburse Federal funds made available under the VR services portion of the

Unified or Combined State Plan and its supplement: Yes

8. The Authorized Representative listed above has the authority to submit the VR services

portion of the Unified or Combined State Plan and the supplement for Supported

Employment services: Yes

9. The agency that submits the VR services portion of the Unified or Combined State Plan

and its supplement has adopted or otherwise formally approved the plan and its

supplement: Yes

Footnotes

Certification 1 Footnotes

* Public Law 113-128.

** Unless otherwise stated, "Rehabilitation Act" means the Rehabilitation Act of 1973, as

amended by WIOA, signed into law on July 22, 2014.


* All references in this plan to "designated State agency" or to "the State agency" relate to the

agency identified in this paragraph.

** No funds under title 1 of the Rehabilitation Act may be awarded without an approved VR

services portion of the Unified or Combined State Plan in accordance with section 101(a) of the

Rehabilitation Act.

*** Applicable regulations, in part, include the Education Department General Administrative

Regulations (EDGAR) in 34 CFR parts 76,77,79,81, and 82; 2 CFR part 200 as adopted by 2 CFR

part 3485; and the State VR Services Program regulations.


* No funds under title VI of the Rehabilitation Act may be awarded without an approved

supplement to the VR services portion of the Unified or Combined State Plan in accordance with

section 606(a) of the Rehabilitation Act.

** Applicable regulations, in part, include the citations in *** under Certification 2 footnotes

Additional Comments on the Certifications from the State

Certification Regarding Lobbying — Vocational Rehabilitation

Certification for Contracts, Grants, Loans, and Cooperative Agreements The undersigned

certifies, to the best of his or her knowledge and belief, that:

(1) No Federal appropriated funds have been paid or will be paid, by or on behalf of the

undersigned, to any person for influencing or attempting to influence an officer or employee of

an agency, a Member of Congress, an officer or employee of Congress, or an employee of a

Member of Congress in connection with the awarding of any Federal contract, the making of any

Federal grant, the making of any Federal loan, the entering into of any cooperative agreement,

and the extension, continuation, renewal, amendment, or modification of any Federal contract,

grant, loan, or cooperative agreement.

(2) If any funds other than Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a

Member of Congress, an officer or employee of Congress, or an employee of a Member of

Congress in connection with this Federal contract, grant, loan, or cooperative agreement, the

undersigned shall complete and submit Standard Form-LLL, ''Disclosure of Lobbying Activities,''

in accordance with its instructions.

(3) The undersigned shall require that the language of this certification be included in the award

documents for all subawards at all tiers (including subcontracts, subgrants, and contracts under

grants, loans, and cooperative agreements) and that all subrecipients shall certify and disclose

accordingly. This certification is a material representation of fact upon which reliance was

placed when this transaction was made or entered into. Submission of this certification is a

prerequisite for making or entering into this transaction imposed by section 1352, title 31, U.S.

Code. Any person who fails to file the required certification shall be subject to a civil penalty of

not less than $10,000 and not more than $100,000 for each such failure.

Statement for Loan Guarantees and Loan Insurance

The undersigned states, to the best of his or her knowledge and belief, that:

If any funds have been paid or will be paid to any person for influencing or attempting to

influence an officer or employee of any agency, a Member of Congress, an officer or employee of

Congress, or an employee of a Member of Congress in connection with this commitment

providing for the United States to insure or guarantee a loan, the undersigned shall complete

and submit Standard Form-LLL, ''Disclosure of Lobbying Activities,'' in accordance with its

instructions. Submission of this statement is a prerequisite for making or entering into this

transaction imposed by section 1352, title 31, U.S. Code. Any person who fails to file the

required statement shall be subject to a civil penalty of not less than $10,000 and not more than

$100,000 for each such failure.

Certification Regarding Lobbying — Supported Employment

Certification for Contracts, Grants, Loans, and Cooperative Agreements The undersigned

certifies, to the best of his or her knowledge and belief, that:

(1) No Federal appropriated funds have been paid or will be paid, by or on behalf of the

undersigned, to any person for influencing or attempting to influence an officer or employee of

an agency, a Member of Congress, an officer or employee of Congress, or an employee of a

Member of Congress in connection with the awarding of any Federal contract, the making of any

Federal grant, the making of any Federal loan, the entering into of any cooperative agreement,

and the extension, continuation, renewal, amendment, or modification of any Federal contract,

grant, loan, or cooperative agreement.

(2) If any funds other than Federal appropriated funds have been paid or will be paid to any

person for influencing or attempting to influence an officer or employee of any agency, a

Member of Congress, an officer or employee of Congress, or an employee of a Member of

Congress in connection with this Federal contract, grant, loan, or cooperative agreement, the

undersigned shall complete and submit Standard Form-LLL, ''Disclosure of Lobbying Activities,''

in accordance with its instructions.

(3) The undersigned shall require that the language of this certification be included in the award documents for all subawards at all tiers (including subcontracts, subgrants, and contracts under

grants, loans, and cooperative agreements) and that all subrecipients shall certify and disclose

accordingly. This certification is a material representation of fact upon which reliance was

placed when this transaction was made or entered into. Submission of this certification is a

prerequisite for making or entering into this transaction imposed by section 1352, title 31, U.S.

Code. Any person who fails to file the required certification shall be subject to a civil penalty of

not less than $10,000 and not more than $100,000 for each such failure.

Statement for Loan Guarantees and Loan Insurance

The undersigned states, to the best of his or her knowledge and belief, that:

If any funds have been paid or will be paid to any person for influencing or attempting to

influence an officer or employee of any agency, a Member of Congress, an officer or employee of

Congress, or an employee of a Member of Congress in connection with this commitment

providing for the United States to insure or guarantee a loan, the undersigned shall complete

and submit Standard Form-LLL, ''Disclosure of Lobbying Activities,'' in accordance with its

instructions. Submission of this statement is a prerequisite for making or entering into this

transaction imposed by section 1352, title 31, U.S. Code. Any person who fails to file the

required statement shall be subject to a civil penalty of not less than $10,000 and not more than

$100,000 for each such failure.

ASSURANCES


1. Public Comment on Policies and Procedures: The designated State agency assures it

will comply with all statutory and regulatory requirements for public participation in

the VR Services Portion of the Unified or Combined State Plan, as required by section

101(a)(16)(A) of the Rehabilitation Act.

2. Submission of the VR services portion of the Unified or Combined State Plan and Its

Supplement: The designated State unit assures it will comply with all requirements pertaining to the submission and revisions of the VR services portion of the Unified or

Combined State Plan and its supplement for the State Supported Employment Services

program, as required by sections 101(a)(1), (22), (23), and 606(a) of the Rehabilitation


Act; section 102 of WIOA in the case of the submission of a unified plan; section 103 of

WIOA in the case of a submission of a Combined State Plan; 34 CFR 76.140.

3. The designated State agency or designated State unit, as appropriate, assures it will

comply with the requirements related to:Administration of the VR services portion of

the Unified or Combined State Plan:

3.a. The establishment of the designated State agency and designated State unit, as

required by section 101(a)(2) of the Rehabilitation Act

3.b. The establishment of either a State independent commission or State Rehabilitation

Council, as required by section 101(a)(21) of the Rehabilitation Act. The designated

State agency or designated State unit, as applicable (A or B must be selected):

3.b.(A) “is an independent State commission” (Yes/No) No

3.b.(B) “has established a State Rehabilitation Council” (Yes/No) Yes

3.c. Consultations regarding the administration of the VR services portion of the Unified

or Combined State Plan, in accordance with section 101(a)(16)(B) of the Rehabilitation

Act

3.d. The financial participation by the State, or if the State so elects, by the State and

local agencies, to provide the amount of the non-Federal share of the cost of carrying

out the VR program in accordance with section 101(a)(3)

3.e. The local administration of the VR services portion of the Unified or Combined State

Plan, in accordance with section 101(a)(2)(A) of the Rehabilitation Act. Select yes or no,

as appropriate, to identify if the designated State agency allows for the local

administration of VR funds (Yes/No)

No

3.f. The shared funding and administration of joint programs, in accordance with

section 101(a)(2)(A)(ii) of the Rehabilitation Act. Select yes or no, as appropriate, to

identify if the designated State agency allows for the shared funding and administration

of joint programs (Yes/No)

No

3.g. Statewideness and waivers of statewideness requirements, as set forth in section

101(a)(4) of the Rehabilitation Act. Is the designated State agency requesting or

maintaining a waiver of statewideness for one or more services provided under the VR

services portion of the Unified or Combined State Plan? (Yes/No) See Section 2 of this

VR services portion of the Unified or Combined State Plan

No

3.h. The descriptions for cooperation, collaboration, and coordination, as required by

sections 101(a)(11) and (24)(B); and 606(b) of the Rehabilitation Act

3.i. All required methods of administration, as required by section 101(a)(6) of the

Rehabilitation Act

3.j. The requirements for the comprehensive system of personnel development, as set

forth in section 101(a)(7) of the Rehabilitation Act

3.k. The compilation and submission to the Commissioner of statewide assessments,

estimates, State goals and priorities, strategies, and progress reports, as appropriate,


and as required by sections 101(a)(15), 105(c)(2), and 606(b)(8) of the Rehabilitation

Act

3.l. The reservation and use of a portion of the funds allotted to the State under section

110 of the Rehabilitation Act for the development and implementation of innovative

approaches to expand and improve the provision of VR services to individuals with

disabilities, particularly individuals with the most significant disabilities

3.m. The submission of reports as required by section 101(a)(10) of the Rehabilitation

Act

4. Administration of the Provision of VR Services: The designated State agency, or

designated State unit, as appropriate, assures that it will:

4.a. Comply with all requirements regarding information and referral services in

accordance with sections 101(a)(5)(D) and (20) of the Rehabilitation Act

4.b. Impose no duration of residence requirement as part of determining an individual's

eligibility for VR services or that excludes from services under the plan any individual

who is present in the State in accordance with section 101(a)(12) of the Rehabilitation

Act

4.c. Provide the full range of services listed in section 103(a) of the Rehabilitation Act as

appropriate, to all eligible individuals with disabilities in the State who apply for

services in accordance with section 101(a)(5) of the Rehabilitation Act? (Yes/No)

Yes

4.d. Determine whether comparable services and benefits are available to the individual

in accordance with section 101(a)(8) of the Rehabilitation Act

4.e. Comply with requirements regarding the provisions of informed choice for all

applicants and eligible individuals in accordance with section 102(d) of the

Rehabilitation Act

4.f. Comply with requirements regarding the provisions of informed choice for all

applicants and eligible individuals in accordance with section 102(d) of the

Rehabilitation Act

4.g. Provide vocational rehabilitation services to American Indians who are individuals

with disabilities residing in the State, in accordance with section 101(a)(13) of the

Rehabilitation Act

4.h. Comply with the requirements for the conduct of semiannual or annual reviews, as

appropriate, for individuals employed either in an extended employment setting in a

community rehabilitation program or any other employment under section 14(c) of the

Fair Labor Standards Act of 1938, as required by section 101(a)(14)of the

Rehabilitation Act

4.i. Meet the requirements in sections 101(a)(17) and 103(b)(2) of the Rehabilitation

Act if the State elects to construct, under special circumstances, facilities for community

rehabilitation programs

4.j. With respect to students with disabilities, the State,


4.j.i. Has developed and will implement,

4.j.i.I. Strategies to address the needs identified in the assessments; and

4.j.i.II. Strategies to achieve the goals and priorities identified by the State, to improve

and expand vocational rehabilitation services for students with disabilities on a

statewide basis; and

4.j.ii. Has developed and will implement strategies to provide pre-employment

transition services (sections 101(a)(15) and 101(a)(25))

5. Program Administration for the Supported Employment Title VI Supplement:

5.a. The designated State unit assures that it will include in the VR services portion of

the Unified or Combined State Plan all information required by section 606 of the

Rehabilitation Act

5.b. The designated State agency assures that it will submit reports in such form and in

accordance with such procedures as the Commissioner may require and collects the

information required by section 101(a)(10) of the Rehabilitation Act separately for

individuals receiving supported employment services under title I and individuals

receiving supported employment services under title VI of the Rehabilitation Act

5.c. The designated state unit will coordinate activities with any other State agency that

is functioning as an employment network under the Ticket to Work and Self-Sufficiency

program under Section 1148 of the Social Security Act

6. Financial Administration of the Supported Employment Program:

6.a. The designated State agency assures that it will expend no more than 2.5 percent of

the State's allotment under title VI for administrative costs of carrying out this program;

and, the designated State agency or agencies will provide, directly or indirectly through

public or private entities, non-Federal contributions in an amount that is not less than

10 percent of the costs of carrying out supported employment services provided to

youth with the most significant disabilities with the funds reserved for such purpose

under section 603(d) of the Rehabilitation Act, in accordance with section 606(b)(7)(G)

and (H) of the Rehabilitation Act

6.b. The designated State agency assures that it will use funds made available under title

VI of the Rehabilitation Act only to provide supported employment services to

individuals with the most significant disabilities, including extended services to youth

with the most significant disabilities, who are eligible to receive such services; and, that

such funds are used only to supplement and not supplant the funds provided under

Title I of the Rehabilitation Act, when providing supported employment services

specified in the individualized plan for employment, in accordance with section

606(b)(7)(A) and (D), of the Rehabilitation Act

7. Provision of Supported Employment Services: Yes

7.a. The Designated State Agency Assures That it Will Provide Supported Employment

Services as Defined in Section 7(39) of the Rehabilitation Act

7.b. The designated State agency assures that:


7.b.i. The comprehensive assessment of individuals with significant disabilities

conducted under section 102(b)(1) of the Rehabilitation Act and funded under title I of

the Rehabilitation Act includes consideration of supported employment as an

appropriate employment outcome, in accordance with the requirements of section

606(b)(7)(B) of the Rehabilitation Act

7.b.ii. An individualized plan for employment that meets the requirements of section

102(b) of the Rehabilitation Act, which is developed and updated with title I funds, in

accordance with sections 102(b)(3)(F) and 606(b)(6)(C) and (E) of the Rehabilitation

Act

VOCATIONAL REHABILITATION PROGRAM PERFORMANCE INDICATORS


Expected Level

PY 2020

Negotiated Level

PY 2021

Expected Level

PY 2021

Negotiated Level

Employment (Second Quarter After Exit)

Baseline Baseline Baseline Baseline

Employment (Fourth

Quarter After Exit)



Quarter After Exit)



Rate




Employers


1


State Plans.

VII. PROGRAM-SPECIFIC REQUIREMENTS FOR COMBINED STATE PLAN PARTNER

PROGRAMS

PERFORMANCE INDICATOR APPENDIX

ALL WIOA CORE PROGRAMS

All WIOA Core Programs

Performance

Indicators

PY 2020

Expected Level

PY 2020

Negotiated Level

PY 2021

Expected Level

PY 2021

Negotiated Level

Effectiveness in

Serving Employers

Not Applicable1 Not Applicable1 Not Applicable1 Not Applicable1

1 “Effectiveness in Serving Employers” is still being piloted and this data will not be entered for

2020 State Plans.

ADDITIONAL INDICATORS OF PERFORMANCE

Additional Indicators of Performance

puerto rico pys 2020-2023 - wioaplans.ed.gov

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